<![CDATA[Abstract The Covid-19 pandemic has affected the world of education, which previously had face-to-face learning to online or online learning. This research aimed to describe planning, implementation, and evaluation of online learning in SDN Caturtunggal 1 Depok, Sleman, DIY. This is qualitative research. Data was collected by observation and interview with teachers and students. Data was analyzed by triangulation to get the conclusion. This research resulted in three conclusions. First, online learning planning was done through designing lesson plans, designing online teaching materials, and preparing online learning platforms. Second, the implementation of online learning was initially carried out full-online then hybrid-learning. The learning methods that teachers often use were lectures, questions and answers, and project-based learning. Third, online learning evaluation was initially done manually, photographed, and sent via Whatsapp. As students' skills develop, student work was sent through google form. For summative assessment, teachers often use Quizizz. The biggest obstacle in implementing online learning was the device, namely the availability of mobile phones and laptops because 75% of students do not have their own devices. Other constraints are network instability, internet quota, students' level of understanding, and students' level of honesty. Abstrak Pandemi Covid-19 berpengaruh terhadap dunia pendidikan yang tadinya pembelajaran dilakukan secara tatap muka berubah menjadi secara online atau pembelajaran dalam jaringan (daring). Tujuan penelitian ini adalah untuk memberikan gambaran perencanaan, pelaksanaan, dan evaluasi pembelajaran daring yang dihadapi oleh guru maupun siswa SDN Caturtunggal 1 Depok, Sleman, DIY. Penelitian ini menggunakan jenis penelitian kualitatif. Data didapatkan dari observasi dan wawancara guru dan siswa Kelas VI SD. Data dianalisis menggunakan triangulasi hingga didapatkan simpulan. Penelitian ini menghasilkan tiga simpulan. Pertama, perencanaan pembelajaran daring dilakukan melalui perancangan RPP, perancangan bahan ajar daring, dan persiapan platform pembelajaran daring. Kedua, pelaksanaan pembelajaran daring pada awalnya dilaksanakan secara full-online kemudian hybrid-learning, metode pembelajaran yang sering digunakan guru yaitu ceramah, tanya jawab, dan project based learning. Ketiga, evaluasi pembelajaran daring pada awalnya dilakukan secara manual, difoto, dan dikirim melalui Whatsapp. Seiring berkembangnya keterampilan siswa, hasil pekerjaan siswa dikirimkan melalui google form. Untuk asesmen sumatif, guru lebih sering menggunakan Quizizz. Kendala pelaksanaan pembelajaran daring yang paling besar adalah perangkat yaitu ketersediaan handphone maupun laptop karena 75% siswa belum memiliki perangkat sendiri. Kendala lainnya yaitu ketidakstabilan jaringan, kuota internet, tingkat pemahaman siswa, dan tingkat kejujuran siswa.]]>
