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All Journal Tadrib: Jurnal Pendidikan Agama Islam Jurnal Ilmiah Peuradeun
Ben Wadham
Flinders University, Australia
Religion Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Mechanical Engineering Social Sciences

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PARENTS' ROLE AND CONSTRAINTS IN ACCOMPANYING THEIR CHILDREN TO STUDY DURING THE PANDEMIC COVID 19 Zohiro Zohiro; Ridhah Taqwa; Ben Wadham; Firman Mansir; Abdullah Idi; Syarnubi Syarnubi
Tadrib: Jurnal Pendidikan Agama Islam Vol 8 No 2 (2022): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v8i2.11527

Abstract

This research aims to find out the role and what is being done by parents in accompanying children to learn during the Covid-19 pandemic. Parents who act as home learning executors must carry out the tasks arranged by the teacher at school. The role of parents as a substitute for the teacher is to convey the learning material that has been prepared. This type of field research uses qualitative descriptive methods. Data collection techniques were interviews, participant observation, and documentation. To determine the validity of the data, an examination technique is needed based on four criteria: the degree of trust (credibility), transferability, dependence, and certainty. The method used case studies through interviews with thematic analysis in some working parents, four parents as teachers, and five as housewives. The results show that, in general, the role of parents in the time of the covid-19 pandemic is to ensure children adopt clean and healthy living, establish intense communication, accompany children in doing schoolwork, provide education, and guide children during pandemic times. The obstacles parents face in accompanying children to learn during the pandemic are parents needing to become more familiar with children's subject matter, difficulties in operating gadgets, difficulty with internet networks, lack of patience in accompanying children, and limited time to accompany children.
Building Digital Pedagogical Expertise in Online and Flipped Learning: Insights from a Visiting Scholar Experience Effendi Limbong; Ita Irawati; Ben Wadham; Safrul Muluk; Suryanto Suryanto; Muhammad Efflin Rizqallah Limbong
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2483

Abstract

The increasing adoption of online and flipped learning in higher education has focused primarily on student outcomes, leaving limited understanding of how educators develop digital pedagogical expertise through direct engagement with these instructional models. This study examined how a visiting scholar engaged in online and flipped learning practices, the dimensions of digital pedagogical expertise that emerged, and the contextual factors shaping this development. Using a qualitative phenomenological design, the study explored the experiences of a visiting lecturer at an Australian public university over one academic semester, complemented by learner perspectives from a postgraduate student. Data were collected through artifact analysis, non-participant observations, reflective journals, and semi-structured interviews, and analyzed using thematic analysis. The findings revealed that professional learning occurred through guided participation in integrated online–flipped instructional ecosystems, leading to the development of key competencies, including instructional transparency, guided autonomy, and multimodal feedback practices. The study also highlighted the significant role of institutional infrastructure, cultural expectations, and learning environments in mediating this process. This study concluded that digital pedagogical expertise was developed through structured experiential participation within authentic teaching contexts, rather than through technical training alone, offering important implications for faculty development and the design of digital pedagogy in higher education.
Co-Authors Abdullah Idi Effendi Limbong Ita Irawati Mansir, Firman Muhammad Efflin Rizqallah Limbong Ridhah Taqwa Safrul Muluk Suryanto Suryanto Syarnubi, Syarnubi Zohiro Zohiro