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INDONESIA
Indonesian Journal of Education Research (IJoER)
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27226298     EISSN : 27221326     DOI : https://doi.org/10.37251/ijoer
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Indonesian Journal of Education Research (IJoER) is a scientific journal published by Cahaya Ilmu Cendekia Publisher. The IJoER aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and making methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development (childhood, primary, secondary, senior, vocation, and higher education), curriculum, philosophies of education and educational approaches, etc. Indonesian Journal of Education Research is published both in Print and Electronic format
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 471 Documents
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School-Home Collaboration In Remote Teaching-Learning: Evaluating Policy Implementation Through Teachers’ and Parents’ Perspectives Rhey L Dizon
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 4 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i4.3527

Abstract

Purpose of the study: This study looked into the perspectives of teachers and parents toward remote teaching-learning including its perceived effectiveness, parental roles, and the challenges encountered during its implementation. Methodology: The study employed a sequential explanatory mixed-methods research design involving 346 respondents, comprising 46 teachers and 300 parents. Quantitative data were gathered through survey questionnaires and analyzed using descriptive statistics and appropriate inferential statistical procedures to examine the respondents’ perspectives and their relationship with demographic characteristics. The quantitative findings were subsequently complemented and explained through qualitative data, allowing the researchers to further explore the experiences and perspectives of teachers and parents regarding remote teaching-learning. Main Findings: The quantitative findings showed no significant relationship between the respondents’ demographic profiles and their perspectives on remote teaching-learning. On the other hand, the qualitative findings generated three emerging themes: (1) teachers and parents perceived remote teaching-learning as different from face-to-face instruction in terms of effectiveness, interaction, feasibility, and learning approaches; (2) parents primarily viewed their role as assisting their children in the learning process, particularly in completing schoolwork and other academic tasks; and (3) both teachers and parents experienced financial challenges, particularly the additional expenses associated with acquiring teaching and learning resources needed to support remote education. Policies must move beyond demographics to address actual stakeholder needs, learning conditions, and the financial burdens placed on families and teachers, providing equitable resource and connectivity support while strengthening school-home partnerships through clear parent orientation, communication, and clear boundaries on family responsibilities. Novelty/Originality of this study: Rather than focusing on a single stakeholder group, the study compares and integrates the experiences and perceptions of both teachers and parents, providing a more comprehensive understanding of remote teaching-learning.

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