How to cite:
Joko Pamungkas, Amir Syamsudin, Harun Ar Rosid. (2022). A Survey
of Art Learning in Kindergarten during the Covid-19 Pandemic.
Journal Eduvest. Vol 2(1): 150-162
E-ISSN:
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Eduvest – Journal of Universal Studies
Volume 2 Number 1, January 2022
p- ISSN 2775-3735 e-ISSN 2775-3727
A SURVEY OF ART LEARNING IN KINDERGARTEN
DURING THE COVID 19 PANDEMIC
Joko Pamungkas, Amir Syamsudin, Harun Ar Rosid
Yogyakarta State University, Indonesia
Email: [email protected], [email protected],
ARTICLE INFO ABSTRACT
Received:
December, 26
th
2021
Revised:
January, 17
th
2022
Approved:
January, 18
th
2022
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.
KEYWORDS
Art Learning, Kindergarten, Covid 19
Joko Pamungkas, Amir Syamsudin, Harun Ar Rosid
A Survey of Art Learning in Kindergarten during the Covid-19 Pandemic 151
This work is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International
INTRODUCTION
Art is a beauty. It is unavoidable that art is always present in the form of beauty.
Art is created for various reasons or reasons according to the human condition that makes
it, but a work that is considered to have artistic value usually also contains an aesthetic
element. Standards for aesthetic or aesthetic elements have a relative nature, depending
on the culture and way of life of humans in a particular area (Gobster, Nassauer, Daniel,
& Fry, 2007). This means that standards for beauty can differ from one community to
another (Tang et al., 2012).
The results or processes of human work and ideas that involve skilled, creative
abilities, sensory sensitivity, heart sensitivity and thought to produce a work that has a
beautiful, harmonious, artistic value and others are usually called art (Rahman, 2019). In
the creation or arrangement of a work of art carried out by artists, creative skills are
needed specifically according to the type of artwork they make (Burton, Horowitz, &
Abeles, 1999)(Weisberg, 2006)(Niu & Sternberg, 2001). Studying art is an understanding
of aesthetics (beauty) and the re-disclosure of aesthetics in a work of art. Understanding
aesthetics is an event of entering aesthetics through the sense of taste and thought to
objectify.
Art is fundamental in early childhood education (Prince, 2008). This does not
mean to exclude other subject areas. However, it seems that there is no program for
children that can succeed without emphasizing the arts. After all, art always makes
children feel happy and happy. Why are children always happy? The fact is that art
materials stimulate children's creativity in different ways, as Dewey said in (Grube,
Delvendahl, Seefeld, & Volta, 2012) that they make children think. Perhaps that is the
reason why children love art.
Art education is essentially a process of human formation through art (Eisner,
1987; Gardner, 1990). Education in general serves to develop the ability of every child to
find fulfillment in life, to transmit cultural heritage, to expand social awareness and as a
way to increase knowledge. In this case, the goal of art education is actually in line with
the broad responsibilities of educational goals in general.
Art education as a form to shape the attitude and personality of children who
have mental functions which include fantasy, sensitivity, creativity and expression. A
child can fantasize about his work, through the feeling of the child pouring his ideas into
the work, making the child sensitive, making the child have good creativity, and
expressing the work of art.
Art education is concerned with the beauty of one's creations (Eisner, 2008;
Macdonald, 2004). Through experience, children can pour their ideas into works of art.
Art education can make the right brain and left brain develop properly.
The development of children's creativity from an early age is very necessary and
the role of educators is very important. Efforts to increase creativity can be done by
educators. These various efforts refer to the nature of creativity, the role of educators in
developing creativity, and efforts to increase children's creativity.
At the beginning of 2020 Indonesia experienced the Covid 19 pandemic, this
pandemic was not only felt in Indonesia but throughout the world. This pandemic is
something that must be faced together. Community life activities are limited, starting
from sports, offices, tourism, and education is no exception. Education, which is very
close to interacting with each other, involving many educators and students in the
Eduvest – Journal of Universal Studies
Volume 2 Number 1, January 2022
152 http://eduvest.greenvest.co.id
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 face-
to-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.
Joko Pamungkas, Amir Syamsudin, Harun Ar Rosid
A Survey of Art Learning in Kindergarten during the Covid-19 Pandemic 153
RESULT AND DISCUSSION
1. 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.
Table 1. Preparing RPPH for Art Learning
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
27
13.1
13.1
13.1
2.00
32
15.5
15.5
28.6
3.00
33
16.0
16.0
44.7
4.00
35
17.0
17.0
61.7
5.00
79
38.3
38.3
100.0
Total
206
100.0
100.0
The teacher arranges RPPH for art learning with the categories ALWAYS
38.3%, often 17.0%, SOMETIMES as much as 16.0%, seldom as much as 15.5%, and
NEVER as much as 13.1%.
Table 2. Art learning services during the pandemic
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
8
3.9
3.9
3.9
2.00
31
15.0
15.0
18.9
3.00
51
24.8
24.8
43.7
4.00
57
27.7
27.7
71.4
5.00
59
28.6
28.6
100.0
Total
206
100.0
100.0
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%.
Table 3. Art learning media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
8
3.9
3.9
3.9
2.00
32
15.5
15.5
19.4
3.00
50
24.3
24.3
43.7
4.00
60
29.1
29.1
72.8
5.00
56
27.2
27.2
100.0
Total
206
100.0
100.0
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%.
Table 4. Fine arts lessons
Skala
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
22
10.7
10.7
10.7
2.00
46
22.3
22.3
33.0
3.00
66
32.0
32.0
65.0
4.00
46
22.3
22.3
87.4
Eduvest – Journal of Universal Studies
Volume 2 Number 1, January 2022
154 http://eduvest.greenvest.co.id
5.00
26
12.6
12.6
100.0
Total
206
100.0
100.0
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%.
Table 5. Dance lessons
Skala
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
103
50.0
50.0
50.0
2.00
43
20.9
20.9
70.9
3.00
42
20.4
20.4
91.3
4.00
12
5.8
5.8
97.1
5.00
6
2.9
2.9
100.0
Total
206
100.0
100.0
The teacher carries out dance lessons in the categories of ALWAYS as much as 2.9%,
often as much as 5.8%, SOMETIMES as much as 20.4%, seldom as much as 20.9%, and
NEVER as much as 50.0%.
Table 6. Music art learning
Skala
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
59
28.6
28.6
28.6
2.00
57
27.7
27.7
56.3
3.00
54
26.2
26.2
82.5
4.00
24
11.7
11.7
94.2
5.00
12
5.8
5.8
100.0
Total
206
100.0
100.0
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.
Figure 1. Art Planning & Learning
0
1
2
3
4
5
RPPH pembelajaran
seni
Pelaksanaan
pembelajaran seni
Media pembelajaran
seni
Pembelajaran seni rupa
Pembelajaran seni tari
Pembelajaran seni
musik
Target Capaian
Joko Pamungkas, Amir Syamsudin, Harun Ar Rosid
A Survey of Art Learning in Kindergarten during the Covid-19 Pandemic 155
Art Teaching Materials
Art learning media used during the Covid-19 pandemic include WhatsApp, Google
Meet, Google Classroom, Zoom Meeting, MS Teams, Audio, and Youtube.
Table 7. Creating art learning media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
57
27.7
27.7
27.7
2.00
55
26.7
26.7
54.4
3.00
49
23.8
23.8
78.2
4.00
27
13.1
13.1
91.3
5.00
18
8.7
8.7
100.0
Total
206
100.0
100.0
The teacher makes art learning media with the categories ALWAYS as much as
8.7%, often as much as 13.1%, SOMETIMES as much as 23.8%, seldom as much as
26.7%, and NEVER as much as 27.7%.
Table 8. Provide examples of art learning videos from social media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
54
26.2
26.2
26.2
2.00
54
26.2
26.2
52.4
3.00
58
28.2
28.2
80.6
4.00
22
10.7
10.7
91.3
5.00
18
8.7
8.7
100.0
Total
206
100.0
100.0
The teacher gives examples of art learning videos from social media with the
categories ALWAYS 8.7%, OFTEN as much as 10.7%, SOMETIMES as much as
28.2%, seldom as much as 26.2%, and NEVER as much as 26.2%.
Table 9. Children's Worksheet Media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
33
16.0
16.0
16.0
2.00
50
24.3
24.3
40.3
3.00
53
25.7
25.7
66.0
4.00
52
25.2
25.2
91.3
5.00
18
8.7
8.7
100.0
Total
206
100.0
100.0
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%.
Table 10. Audio Media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
38
18.4
18.4
18.4
2.00
51
24.8
24.8
43.2
3.00
58
28.2
28.2
71.4
4.00
44
21.4
21.4
92.7
5.00
15
7.3
7.3
100.0
Total
206
100.0
100.0
Eduvest – Journal of Universal Studies
Volume 2 Number 1, January 2022
156 http://eduvest.greenvest.co.id
The teacher uses children's worksheets as art learning media with the categories
ALWAYS as much as 7.3%, often as much as 21.4%, SOMETIMES as much as 28.2%,
seldom as much as 24.8%, and NEVER as much as 18.4%.
Table 11. WhatsApp Media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
26
12.6
12.6
12.6
2.00
34
16.5
16.5
29.1
3.00
44
21.4
21.4
50.5
4.00
52
25.2
25.2
75.7
5.00
50
24.3
24.3
100.0
Total
206
100.0
100.0
Teachers use WhatsApp as an art learning medium with the categories ALWAYS
24.3%, often as much as 25.2%, SOMETIMES as much as 21.4%, seldom as much as
16.5%, and NEVER as much as 12.6%.
Table 12 Frequency of WAG Usage
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
30
14.6
14.6
14.6
2.00
43
20.9
20.9
35.4
3.00
45
21.8
21.8
57.3
4.00
47
22.8
22.8
80.1
5.00
41
19.9
19.9
100.0
Total
206
100.0
100.0
The frequency of teachers using WhatsApp as an art learning medium with the
categories ALWAYS as much as 19.9%, often as much as 22.8%, sometimes as much as
21.8%, rarely as much as 20.9%, and NEVER as much as 14.6%.
Table 13. Media Zoom Meeting
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
150
72.8
72.8
72.8
2.00
21
10.2
10.2
83.0
3.00
19
9.2
9.2
92.2
4.00
11
5.3
5.3
97.6
5.00
5
2.4
2.4
100.0
Total
206
100.0
100.0
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%.
Table 14. Frequency of Use of Zoom Meetings
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
154
74.8
74.8
74.8
2.00
19
9.2
9.2
84.0
3.00
20
9.7
9.7
93.7
4.00
8
3.9
3.9
97.6
5.00
5
2.4
2.4
100.0
Total
206
100.0
100.0
Joko Pamungkas, Amir Syamsudin, Harun Ar Rosid
A Survey of Art Learning in Kindergarten during the Covid-19 Pandemic 157
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%.
Table 15. Media Google Meet
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
168
81.6
81.6
81.6
2.00
16
7.8
7.8
89.3
3.00
14
6.8
6.8
96.1
4.00
5
2.4
2.4
98.5
5.00
3
1.5
1.5
100.0
Total
206
100.0
100.0
Teachers use Google Meetings as an art learning medium with the categories
ALWAYS 1.54%, OFTEN as much as 2.4%, SOMETIMES as much as 6.8%, seldom as
much as 7.8%, and NEVER as much as 81.6%.
Table 16. Frequency of Use of Google Meet
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
167
81.1
81.1
81.1
2.00
19
9.2
9.2
90.3
3.00
13
6.3
6.3
96.6
4.00
5
2.4
2.4
99.0
5.00
2
1.0
1.0
100.0
Total
206
100.0
100.0
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%.
Table 17. MS Teams Media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
171
83.0
83.0
83.0
2.00
18
8.7
8.7
91.7
3.00
13
6.3
6.3
98.1
4.00
3
1.5
1.5
99.5
5.00
1
.5
.5
100.0
Total
206
100.0
100.0
The teacher uses MS Teams as an art learning medium with the categories
ALWAYS 0.5%, FREQUENTLY 1.5%, SOMETIMES 6.3%, RARELY 8.7%, and
NEVER 83.0%.
Table 18. Frequency of Using MS Teams
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
172
83.5
83.5
83.5
2.00
16
7.8
7.8
91.3
3.00
11
5.3
5.3
96.6
4.00
3
1.5
1.5
98.1
5.00
4
1.9
1.9
100.0
Total
206
100.0
100.0
Eduvest – Journal of Universal Studies
Volume 2 Number 1, January 2022
158 http://eduvest.greenvest.co.id
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%.
Table 19. Google Classroom
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
185
89.8
89.8
89.8
2.00
11
5.3
5.3
95.1
3.00
9
4.4
4.4
99.5
5.00
1
.5
.5
100.0
Total
206
100.0
100.0
Teachers use Google Classroom as an art learning medium with the categories
ALWAYS 0.5%, FREQUENTLY 0.0%, SOMETIMES as much as 4.4%, RARELY as
much as 5.3%, and NEVER as much as 89.8%.
Table 20. Google Classroom Frequency
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
184
89.3
89.3
89.3
2.00
12
5.8
5.8
95.1
3.00
7
3.4
3.4
98.5
4.00
2
1.0
1.0
99.5
5.00
1
.5
.5
100.0
Total
206
100.0
100.0
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%.
Table 21. Youtube Media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
95
46.1
46.1
46.1
2.00
42
20.4
20.4
66.5
3.00
45
21.8
21.8
88.3
4.00
16
7.8
7.8
96.1
5.00
8
3.9
3.9
100.0
Total
206
100.0
100.0
Teachers use YouTube as an art learning medium with 3.9% ALWAYS, 7.8%
OFTEN, 21.8% SOMETIMES, 20.4% RARE, and 46.1% NEVER.
Table 22. Youtube Usage Frequency
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
107
51.9
51.9
51.9
2.00
42
20.4
20.4
72.3
3.00
38
18.4
18.4
90.8
4.00
13
6.3
6.3
97.1
5.00
6
2.9
2.9
100.0
Total
206
100.0
100.0
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
Joko Pamungkas, Amir Syamsudin, Harun Ar Rosid
A Survey of Art Learning in Kindergarten during the Covid-19 Pandemic 159
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.
Figure 2. Online Media for Learning Arts
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.
Table 23. Parents Take Learning Media
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
18
8.7
8.7
8.7
2.00
47
22.8
22.8
31.6
3.00
44
21.4
21.4
52.9
4.00
46
22.3
22.3
75.2
5.00
51
24.8
24.8
100.0
Total
206
100.0
100.0
Parental participation in the form of willingness to take art learning media to school
can be grouped into categories ALWAYS as much as 24.8%, often as much as 22.3%,
SOMETIMES as much as 21.4%, rarely as much as 22.8%, and NEVER as much as
8.7%.
Table 24. Photos and videos of evidence of art learning
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
8
3.9
3.9
3.9
2.00
26
12.6
12.6
16.5
3.00
27
13.1
13.1
29.6
4.00
58
28.2
28.2
57.8
5.00
87
42.2
42.2
100.0
Total
206
100.0
100.0
Parental participation in the form of sending photos and videos of the results of art
learning to schools can be grouped into categories ALWAYS 42.2%, FREQUENTLY
28.2%, SOMETIMES as much as 13.1%, Rarely as much as 12.6%, and NEVER as much
as 3.9%.
0
1
2
3
4
5
Membuat media…
Contoh video…
Lembar Kerja Anak
Audio
WhatsApp
Frekuensi WAG
Zoom
Frekuensi Zoom
Google Meet
Frekuensi Google
MS Teams
Google Classrom
Youtube
Frekuensi Youtube
Target Capaian
Eduvest – Journal of Universal Studies
Volume 2 Number 1, January 2022
160 http://eduvest.greenvest.co.id
Table 25. Difficulties in designing online art lessons
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
15
7.3
7.3
7.3
2.00
41
19.9
19.9
27.2
3.00
106
51.5
51.5
78.6
4.00
33
16.0
16.0
94.7
5.00
11
5.3
5.3
100.0
Total
206
100.0
100.0
Parents' difficulties in designing art learning via online can be grouped into
categories ALWAYS as much as 5.3%, often as much as 16.03%, SOMETIMES as much
as 51.5%, seldom as much as 19.9%, and NEVER as much as 7.3%.
Table 26. Difficulties in using technology for art learning
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
16
7.8
7.8
7.8
2.00
42
20.4
20.4
28.2
3.00
92
44.7
44.7
72.8
4.00
45
21.8
21.8
94.7
5.00
11
5.3
5.3
100.0
Total
206
100.0
100.0
Difficulties in using technology for art learning can be grouped into categories
ALWAYS as much as 5.3%, often as much as 21.8%, SOMETIME as much as 44.7%,
rarely as much as 20.4%, and NEVER as much as 7.8%.
Table 27. Not sending proof of art learning
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
18
8.7
8.7
8.7
2.00
48
23.3
23.3
32.0
3.00
92
44.7
44.7
76.7
4.00
39
18.9
18.9
95.6
5.00
9
4.4
4.4
100.0
Total
206
100.0
100.0
Parents who do not send proof of art learning can be grouped into categories
ALWAYS as much as 4.4%, often as much as 18.9%, SOMETIMES as much as 44.7%,
seldom as much as 23.3%, and NEVER as much as 8.7%.
Table 28. Learning art offline
Scale
Frequency
Percent
Valid Percent
Cumulative Percent
1.00
22
10.7
10.7
10.7
2.00
39
18.9
18.9
29.6
3.00
56
27.2
27.2
56.8
4.00
56
27.2
27.2
84.0
5.00
33
16.0
16.0
100.0
Total
206
100.0
100.0
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%.
Joko Pamungkas, Amir Syamsudin, Harun Ar Rosid
A Survey of Art Learning in Kindergarten during the Covid-19 Pandemic 161
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.
0
1
2
3
4
5
Orang tua mengambil
media
Foto dan Video bukti
pembelajaran seni
Kesulitan merancang
pembelajaran seni
online
Kesulitan menggunakan
teknologi
Tidak mengirim bukti
pembelajaran seni
Pembelajaran seni
secara offline
Target Capaian
Eduvest – Journal of Universal Studies
Volume 2 Number 1, January 2022
162 http://eduvest.greenvest.co.id
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