A SURVEY OF ART LEARNING IN KINDERGARTEN DURING THE COVID 19 PANDEMIC

The purpose of this study was to describe the practice of art learning in Kindergarten during the COVID-19 pandemic. The research method used was a survey. The research target is that a detailed description of art learning practices in Kindergarten during the COVID-19 pandemic can be drawn up as a basis for formulating the basic needs for improving the quality of learning. The results of the research can be used to improve educational praxis, formulate hypotheses, create initial development plans, evaluate programs, and evaluate policies, especially art learning in Kindergarten units. The results showed that PAUD teachers developed an art lesson plan and implemented it. However, the type of art that was taught was visual art, while dance and music were never performed. Likewise, the use of WhatsApp media is more widely used in online art learning than other social media. Also using audio media and taking examples of art learning from social media. Parents actively participate in taking learning media to school and sending photos and videos of the learning process at home. With online learning, teachers have difficulty using technology for early childhood art learning, and prefer to use face-to-face learning. Likewise with parents, parents prefer their children to learn face to face so they can meet the teacher directly.

learning environment, must undergo changes. In terms of education, which used to be done face-to-face, now it must be done online or online by utilizing internet facilities. Online learning is one solution that inevitably has to be done in order to keep learning going. This online school policy applies to all levels, from PAUD to tertiary institutions.
PAUD institutions which usually do a lot of stimulating development with faceto-face services in the classroom must now be changed in their respective homes. Online learning is a learning design system where the application uses the internet network and is carried out indirectly between teachers and students. Online learning requires all parties to work together in this learning such as parents, teachers and students. Teachers also have to work more creatively and extra in the learning planning process such as preparing materials, materials, methods, and RPPH, as well as evaluations used during the online learning process that are different from before the pandemic.
With social restrictions and physical distancing, the government's ministry of education and culture has banned schools from carrying out face-to-face learning and turning it into online learning. As a teacher, teachers must continue to carry out their obligations as teachers and ensure that children can obtain information and knowledge.
Teachers will certainly try to make what is taught can be understood and understood through various ways, strategies, and methods. But in fact, not a few teachers also experience obstacles in this online learning process. Most teachers have difficulty making learning materials related to aspects of child development including cognitive, language, social emotional, physical motoric, and art development with media in the form of videos/slides/animations either due to inadequate facilities or limited teacher skills. In a study (Novitasari, Prastyo, Iftitah, Reswari, & Fauziddin, 2021) the organization of materials reached a percentage of 60.36%, this figure shows that there are still many teachers who have not been able to organize materials for online learning. Online learning activities carried out by teachers so far by giving assignments to students. This assignment also applies to art learning. The teacher gives assignments in the form of work-based activities for children.
Therefore, in this survey research, it is intended to find out art learning in kindergartens in the city of Yogyakarta. The results are expected to serve as a basis for formulating the basic needs for improving the quality of learning. The research results can be used to improve educational praxis, formulate hypotheses, create initial development plans, evaluate programs, and evaluate policies, especially art learning in Kindergarten units.

RESEARCH METHOD
This type of research is a survey. The types of data collected are categorical and numerical data. Categorical data includes demographic data of each kindergarten institution. Numerical data includes the frequency of art learning. The data analysis technique used a descriptive-quantitative approach. The research design includes formulating problems, formulating hypotheses, compiling instrument grids, collecting data, analyzing data, and drawing conclusions. The research population was 235 kindergarten institutions. The sample was 70 kindergarten institutions with a sampling error of 5% (Tora Yamane, 1967). The sampling technique used proportional random sampling per area of the city of Yogyakarta, Sleman Regency, Bantul Regency, Gunungkidul Regency, Salatiga City, and Kebumen Regency. Data collection techniques used closed questionnaires and open questionnaires. The data analysis technique used a descriptive-quantitative approach for both categorical and numeric data types.

Early Childhood Art Learning
Indicators of early childhood art learning include the ability to draw up RPPH for art learning, carry out art lessons, compose learning media, stimulate fine arts, dance, and music. The teacher carries out art learning in the categories of ALWAYS as much as 28.6%, often as much as 27.7%, SOMETIMES as much as 24.8%, seldom as much as 15.0%, and NEVER as much as 3.9%. The teacher makes art learning media with the categories of ALWAYS as much as 27.2%, often as much as 29.1%, SOMETIMES as much as 24.3%, seldom as much as 15.5%, and NEVER as much as 3.9%. The teacher carries out art learning in the categories of ALWAYS as much as 12.6%, often as much as 22.3%, SOMETIMES as much as 32.0%, seldom as much as 22.3%, and NEVER as much as 10.7%. The teacher carries out music learning in the categories ALWAYS as much as 5.8%, often as much as 11.7%, SOMETIMES as much as 26.2%, seldom as much as 27.7%, and NEVER as much as 28.6%.
Conclusion: PAUD teachers prepare art lesson plans and implement them. However, the type of art that was taught was visual art, while dance and music were never performed.  The teacher uses children's worksheets as an art learning medium with the categories ALWAYS 8.7%, often as much as 25.2%, SOMETIMES as much as 25.7%, rarely as much as 24.3%, and NEVER as much as 16.0%. The teacher uses Zoom Meeting as an art learning medium with the categories ALWAYS as much as 2.4%, often as much as 5.3%, SOMETIMES as much as 9.2%, seldom as much as 10.2%, and NEVER as much as 72.8%. The frequency of teachers using Zoom Meetings as an art learning medium with the categories ALWAYS as much as 2.4%, often as much as 3.98%, SOMETIMES as much as 9.7%, seldom as much as 9.2%, and NEVER as much as 74.8%. The frequency with which teachers use Google Meetings as an art learning medium is ALWAYS 1.0%, often 2.4%, sometimes 6.3%, rarely 9.2%, and NEVER 81.1%. The frequency of teachers using MS Teams as an art learning medium with the categories ALWAYS 1.0%, FREQUENTLY 2.4%, SOMETIMES as much as 6.3%, rarely 9.2%, and NEVER as much as 81.1%. The frequency of teachers using Google Classroom as an art learning medium with the categories ALWAYS 0.5%, FREQUENTLY 1.0%, SOMETIMES as much as 3.4%, RARELY 5.2%, and NEVER as much as 89.3%. The frequency of teachers using Youtube as an art learning medium with the categories ALWAYS as much as 2.9%, often as much as 6.3%, SOMETIMES as much as 18.4%, seldom as much as 20.4%, and NEVER as much as 51.9%.
Conclusion: PAUD teachers use WhatsAPP more in online art learning than other social media. Also using audio media and taking examples of art learning from social media.

Parental Involvement
The involvement of parents in online learning includes taking learning materials to school, sending photos or videos of children's art learning processes at home, difficulties faced by parents in using technology for art learning, and offline learning assistance.  Offline art learning can be grouped into categories ALWAYS as much as 16.0%, often as much as 27.2%, SOMETIME as much as 27.2%, seldom as much as 18.9%, and NEVER as much as 10.7%.
Conclusion: Parents actively participate in taking learning media to school and sending photos and videos of the learning process at home. Teachers have difficulty using technology for early childhood art learning, and prefer to use face-to-face learning.

Figure 3. Parental Participation in Art Learning
Based on the qualitative analysis of Atlas.Ti, it was found that the assessment of art learning carried out by teachers was the result of work (166), observation (76), and performance (75). Parents of children prefer face-to-face learning rather than face-to-face. The reason is that face-to-face learning is more varied, flexible, and children are taught directly by the teacher, while face-to-face learning is constrained by the operation of information technology, networks that are not strong, and cannot optimally accompany their children. The hope in the new normal era is for children to return to school and carry out activities like pre-covid: free to do activities in public places and face-to-face learning. Art lessons in the new normal era that will be carried out by teachers are dance, music, and fine arts.

CONCLUSION
Teachers plan art lessons, create media, and implement them during the pandemic. However, the focus of learning is only on visual arts, while dance and music are not carried out. The online learning mode most often used by teachers and parents of children during the pandemic is WhatsApp. Meanwhile, audio media and children's worksheets are sometimes used. The practice of learning art during the pandemic is for parents to come to school to take LKA and the children do it in their respective homes. The results of the children's work are returned by the parents to the school when they take the next LKA assignment. The obstacle for the majority of parents in online learning is that they cannot operate communication tools such as mobile phones for video conferences, or the internet network is weak, or they do not have the tools to go online.