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"Penelitian ini bertujuan untuk melihat apakah dukungan sosial dan home literacy environment (HLE) memiliki kontribusi terhadap kesiapan orang tua mengajar literasi anak kelas satu hingga tiga SD saat PJJ. Penelitian ini merupakan penelitian non-eksperimental dengan pendekatan kuantitatif. Partisipan penelitian ini adalah 320 orang tua berjenis kelamin perempuan dan laki-laki, berdomisili di JABODETABEK. Pengambilan data dilakukan secara online melalui Google Form, mengunggah poster ke media sosial, menghubungi beberapa sekolah di JABODETABEK, menitipkan kuesioner kepada dosen pembimbing dan beberapa guru. Dukungan sosial diukur melalui Interpersonal Support Evaluation List (ISEL), HLE diukur melalui Literacy Environment Questionnaire (HLEQ) dan kesiapan orang tua diukur melalui HBL Teacher Readiness. Hasil uji multiple regression menunjukkan bahwa dukungan sosial dan HLE berkontribusi terhadap kesiapan orang tua mengajar literasi anak kelas satu hingga tiga SD selama PJJ. Hal ini menunjukkan bahwa untuk mengajar literasi, orang tua tidak hanya membutuhkan HLE melainkan juga bantuan dari pihak lain berupa dukungan sosial agar dapat meningkatkan kesiapan orang tua dalam mengajar literasi anak SD selama PJJ.

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This study aims to see whether social support and home literacy environment (HLE) have a contribution to the readiness of parents to teach literacy for children in grades one to three of an elementary school during online learning. This research is non-experimental research with a quantitative approach. The participants of this study were 320 parents, male and female, domiciled in JABODETABEK. Data collection was carried out online via Google Form, uploading posters to social media, contacting several schools in JABODETABEK, entrusting questionnaires to supervisors and several teachers. Social support was measured through the Interpersonal Support Evaluation List (ISEL), HLE was measured through the Literacy Environment Questionnaire (HLEQ) and parental readiness was measured through the HBL Teacher Readiness. The results of the multiple regression test show that social support and HLE contribute to the readiness of parents to teach literacy for children in grades one to three of an elementary school during online learning. This shows that to teach literacy, parents need not only HLE but also assistance from other parties in the form of social support in order to increase the readiness of parents in teaching literacy to elementary school children during online learning."

"Meski pandemi masih berlangsung, kegiatan belajar mengajar harus tetap berjalan. Pembelajaran daring tidak mudah dilakukan, terutama bagi para guru Sekolah Dasar (SD) kelas awal. Kesiapan pembelajaran daring dapat membantu mereka lebih maksimal melaksanakan pembelajaran. Penelitian ini bertujuan untuk melihat peran teacher efficacy dan resiliensi terhadap kesiapan pembelajaran daring. Partisipan merupakan guru SD kelas awal yang mengajarkan membaca secara daring (N = 155). Alat ukur yang digunakan adalah Readiness for Online Learning Questionnaire, Teacher’s Sense of Efficacy Scale, dan Connor-Davidson Resilience Scale. Data dianalisis menggunakan uji regresi berganda. Hasil penelitian menunjukkan bahwa secara bersamaan, terdapat peran signifikan teacher efficacy dan resiliensi terhadap kesiapan pembelajaran daring. Secara parsial, peran teacher efficacy lebih besar dibandingkan resiliensi. Analisis tambahan pada karakteristik demografis partisipan menunjukkan bahwa terdapat perbedaan kesiapan pembelajaran daring yang signifikan antar guru dari jenis sekolah berbeda. Guru SD swasta lebih siap mengajar secara daring dibandingkan guru Madrasah Ibtidaiyah.

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Though the pandemic is still there, learning activities must still go on. However, online learning is not easy to do, especially for early-grade elementary school teachers. Readiness for online learning can help them more optimally carry out education. This study aims to examine the role of teacher efficacy and resilience in online learning readiness. The participants were early-grade elementary school teachers who taught reading online (N = 155). The measuring tools used are the Readiness for Online Learning Questionnaire, Teacher's Sense of Efficacy Scale, and the Connor-Davidson Resilience Scale. Data were analyzed using multiple linear regression. The results show that simultaneously, there is a significant role of teacher efficacy and resilience on online learning readiness. Partially, the role of teacher efficacy is greater than resilience. Additional analysis of the participants' demographic characteristics showed significant differences in online learning readiness between teachers from different types of schools. Private elementary school teachers are more prepared to teach online than Madrasah Ibtidaiyah teachers."