Learning Hybridization in Montessori School during Pandemic

Ika Budi Maryatun, Suparno, Sugito

Abstract

This study describes learning strategies and the stages of their implementation in Islamic Montessori schools during the pandemic. Conditions during the pandemic require teachers to be adept at using IT to innovate in their learning. This research was a case study. Subjects are teachers whose taught used the Montessori approach for at least 2 years. Data were collected using interviews, documentation, and observation. The data was analyzed using the Spradley technique. Triangulation techniques and thick descriptions are used for the validity of the data. The main findings from Montessori learning at Budi Mulia Dua Islamic schools during the pandemic were carried out using three strategies, namely, Save Distancing Private Class (SDPC), Online Class (OC), and delivery of lesson kits. The use of the results of this research is especially for teachers in Montessori to be able to conduct activities during a pandemic using the original Montessori learning stages through the three strategies. SDPC is most likely to apply the complete Montessori learning stages from greeting to closing. Modification of the Montessori stages was carried out when the OC strategy was implemented. Meanwhile, the Montessori stages cannot be applied to the lesson kit delivery strategy because children study at home under parental guidance. The novelty in this research is that the COVID-19 pandemic has made the implementation of learning require various innovations so that it can be carried out in a quality manner and still pay attention to the needs of children. The strategy is adjusted to government policies that follow developments in cases that occur in the country in general. This variation in strategy also determines the continuity of education services in schools, including this Budi Mulia Dua (BMD).

 

Keywords: learning strategies, Montessori, pandemic.

 

DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.70


Full Text:

PDF


References


ADI, N.N.S., OKA, D.N., & WATI, N.M.S. (2021). Dampak Positif Dan Negatif Pembelajaran Jarak Jauh Di Masa Pandemi COVID-19. Jurnal Imiah Pendidikan Dan Pembelajaran, 5(1), 43. https://doi.org/10.23887/jipp.v5i1.32803

BREWER, A.J. (2014). Introduction To Early Childhood Education: Preschool Through Primary Grades. Pearson. https://www.scirp.org/(S(351jmbntvnsjt1aadkozje))/reference/referencespapers.aspx?referenceid=2634076

COLGAN, A.D. (2016). The Epistemology 1. Behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice Introduction and Overview of Montessori’s Method. Philosophical Inquiry in Education, 23(2). http://dx.doi.org/10.7202/1070459ar

ESSA, E. L. (2016). Introduction to Early Childhood Education (4th ed.). Delmar Learning.

GAGNE, R. (2005). Principles of Instractional Design (5th ed). Wadsworth Publishing.

HAMRE, B.K., PIANTA, R.C., DOWNER, J.T., DECOSTER, J., MASHBURN, A.J., JONES, S.M., BROWN, J.L., CAPPELLA, E., ATKINS, M., RIVERS, S.E., BRACKETT, M.A., & HAMAGAMI, A. (2013). Teaching Through Interactions: Testing a Developmental Framework of Teacher Effectiveness in Over 4,000 Classrooms Citation Details Teaching Through Interactions: Testing a Developmental Framework of Teacher Effectiveness in Over 4,000 Classrooms. The Elementary School Journal, 113(4). Retrieved from https://pdxscholar.library.pdx.edu/psy_fac

HE, H., & HARRIS, L. (2020). The Impact of Covid-19 Pandemic on Corporate Social Responsibility and Marketing Philosophy. Journal of Business Research, 116, 176–182. https://doi.org/10.1016/j.jbusres.2020.05.030

HOLT, L. (2021). Preservice Teacher Perceptions of Virtual Reading Fieldwork During The COVID-19 Pandemic. Educational Process: International Journal, 10(4), 7–19. https://doi.org/10.22521/edupij.2021.104.1

IFTAKHAR, S. (2016). Google Classroom. In M.J. GRAHAM & J. BORGEN (eds.), Google Tools Meets Middle School (pp. 23–36). Sage Books. https://doi.org/10.4135/9781506360188.n3

ISAACS, B. (2015). Bringing the Montessori Approach to Your Early Years Practice. Routledge. https://www.routledge.com/Bringing-the-Montessori-Approach-to-your-Early-Years-Practice/Isaacs/p/book/9781138022447

ISHIMINE, K., & TAYLER, C. (2014). Assessing Quality in Early Childhood Education and Care. European Journal of Education, 49(2), 272–290. https://doi.org/10.1111/ejed.12043

JOHNSON, J., PANAGIOTI, M., BASS, J., RAMSEY, L., & HARRISON, R. (2017). Resilience to Emotional Distress in Response To Failure, Error or Mistakes: A Systematic Review. Clinical Psychology Review, 52, 19–42. https://doi.org/10.1016/j.cpr.2016.11.007

KARAKOSE, T. (2020). Global Education in the Shadow of the Novel Coronavirus: Reflections on the Impact of COVID-19 Outbreak on Education Systems. Educational Process: International Journal, 9(4), 201–204. https://doi.org/10.22521/edupij.2020.94.1

KASSYMOVA, G., AKHMETOVA, A., BAIBEKOVA, M., & KALNIYAZOVA, A. (2020). E-Learning Environments and Problem-Based Learning. April.

LEYVA, D., WEILAND, C., BARATA, M., YOSHIKAWA, H., SNOW, C., TREVIÑO, E., & ROLLA, A. (2015). Teacher-Child Interactions in Chile and Their Associations with Prekindergarten Outcomes. Child Development, 86(3), 781–799. https://doi.org/10.1111/cdev.12342

MARIANI, L. (2002). Learning Strategies, Teaching Strategies And New Curricular Demands: A Critical View. A Journal of TESOL - Italy, 29(2), 45–56. Retrieved from https://www.researchgate.net/publication/263854179_Learning_strategies_teaching_strategies_and_new_curricular_demands_a_critical_view

NEDERVEEN PIETERSE, J. (2009). Globalization and Culture : Global Mélange. Rowman & Littlefield.

POWELL. (2016). Montessori Practices: Options for a Digital Age. The NAMTA Journal, 41(2), 153–180. Retrieved from https://files.eric.ed.gov/fulltext/EJ1112216.pdf

SETYO UTAMI, L. S. (2021). Teori-Teori Adaptasi Antar Budaya. Jurnal Komunikasi, 7(2), 180-197. https://doi.org/10.24912/jk.v7i2.17

SHI, H. (2017). Learning Strategies and Classification in Education. Institute For Learning Styles Journal, 1, 24–36. Retrieved from https://www.auburn.edu/academic/cla/ilsrj/Journal%20Volumes/Fall%202017%20Vol%201%20PDFs/Learning%20Strategies%20Hong%20Shi.pdf

SPRADLEY, J.P. (1980). Participant Observation. Rinehart and Winston.

STOCKHAMMER, P.W. (2012). Conceptualiizing Cultural Hybridization. A Transdisciplinary Approach. Springer Berlin. https://doi.org/10.1007/978-3-642-21846-0

SUJUDI, A. (2020). Hibridisasi Heavy Metal Dan Islam: Tranformasi Band Metal Sebagai Lahirnya Metal Islam Di Indonesia. Intermestic: Journal of International Studies, 4(2), 200. https://doi.org/10.24198/intermestic.v4n2.6

TAM, G., & El-AZAR, D. (2020). 3 Ways The Coronavirus Pandemic Could Reshape Education. World Economic Forum. https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what-changes-might-be-here-to-stay/

THING, Y. E., BINTI, Z., & MOHAMAD, S. (2022). The Influence of the COVID-19 Pandemic on Early Educators’ Perspectives on Digital Play. Hong Kong Journal of Social Sciences, 59, 218-231. Retrieved from http://hkjoss.com/index.php/journal/article/view/554/550

TRIYONO, B.M., MOHIB, N., KASSYMOVA, G.K., PRATAMA, G.N.I.P., ADINDA, D., & ARPENTIEVA, M.R. (2020). The Profile Improvement of Vocational School Teachers’ Competencies. Vysshee Obrazovanie v Rossii, 29(2), 151–158. https://doi.org/10.31992/0869-3617-2020-29-2-151-158

YIN, R.K. (2017). Case Study Research and Applications: Design and Methods. Design and Methods. Sage Publications. Retrieved from https://us.sagepub.com/en-us/nam/case-study-research-and-applications/book250150

ZABARANI, N.H., MANSOR, A.N., JAMALUDIN, K.A., ISMAIL, A., ADAM, A., DELI, A., & ZAKARIA, A. F. (2022). Teachers’ Readiness to Implement Emergency Remote Teaching during Covid-19 Learning Disruption. Hong Kong Journal of Social Sciences, 59, 39-54. Retrieved from http://hkjoss.com/index.php/journal/article/view/536


Refbacks

  • There are currently no refbacks.