In this study, we explored how teachers in elementary schools in urban and rural areas in Indonesia experienced teaching and learning during school closure or learning from home (LFH) period and examined the barriers that hindered the teaching and learning process in both contexts. We collected data through demographic profiles and semi-structured in-depth interviews with 18 teachers. We organized our analysis around their perspectives on teaching and learning during COVID-19 pandemic that they encountered emerged. Overall, an analysis of the text revealed that major themes related to the critical issues of (1) teaching and learning activities during school closure, (2) how teachers assess students’ learning progress, (3) how teachers maintained students’ motivation during learning from home period, (4) the most challenging subject to teach during the learning from home period, (5) support from school or the principals, parents’ ability to assist children learn during the pandemic, and (6) barriers to teaching and learning during the learning from home period. Future research and policy implications are also discussed.


case study, Covid-19, elementary school, learning from home, teaching and learning

Author Bio(s)

Kartika Yulianti, the principal investigator for this study, is a faculty member in a private university in Indonesia who obtained her Ph.D. in Educational Sciences from a university in the Netherlands. She had experience and training in quantitative method in educational research and qualitative research. Please direct correspondence to kartikay267@gmail.com/kartika.yulianti@binus.ac.id.

Amirul Mukminin, the second author, holds a Ph.D. in Educational Leadership and Policy Studies from a US public university. He had experience and training in qualitative research by taking qualitative research methods, qualitative data analysis, and research methods courses in education. Please direct correspondence to amirul.mukminin@unja.ac.id.

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