Assessing Online Learning in Elementary Education Amid COVID-19: Challenges and Opportunities in Context, Input, Process, and Product

Abstract

This study comprehensively assesses online learning implementation in elementary schools promptedby the COVID-19 pandemic. Utilizing the Context, Input, Process, and Product (CIPP) model, it evaluates the efficacy of online learning across various dimensions. The research in Sungai Pinang Village, Samarinda, East Kalimantan, involved data collection through interviews and documentation. The study concludes that online learning has effectively managed education during the pandemic. However, it identifies significant challenges, particularly in the input stage, where a lack of preparation among teachers, students, and parents and technological and facility limitations hindered the effectiveness of prolonged online learning. The process of learning was predominantly teachercentered, limiting active and interactive engagement. Regarding outcomes, while cognitive and psychomotor skills were assessable through online methods, the affective domain remained challenging to evaluate. These findings highlight the need for significant enhancements in the input, process, and product aspects of online learning. The study emphasizes the importance of creating a more interactive, engaging, and developmentally appropriate learning environment for elementary students. Its insights are crucial for educators, program evaluators, curriculum developers, and policymakers, aiming to refine the quality and efficiency of online learning in elementary education during and beyond pandemic conditions.