Elementary School Teachers’ Problems in Online Learning during the Pandemic

COVID-19 pandemic has caused chaos in various field such as economic, social, tourism and many more. One of the fields that affected to it is in the field of education. The government requires schools in Indonesia to carry out online learning activities from home. This policy certainly raises various problems not only for students but also for teacher, many teachers faced problems during the online learning. This research was conducted to find out the problems experienced by elementary school teachers in online learning during the pandemic. The method of research carried out by the researchers is descriptive research, with a population of 25,524 elementary school teachers in Bali, and the research samples were taken from 994 teachers. The data collection method used is the Guttman Scale questionnaire with quantitative descriptive analysis method. The result of the research shows that teachers experience problems in all dimensions, such as the communication dimension with 65%, the learning method dimension 52%, the assessment dimension 61%, the technology use dimension 43%, the network dimension 52%, the dimensions of the cost of cellular internet data 52% and problems in online learning in 74%. It can be concluded that elementary school teachers faced the problems in all of dimentions such as communication dimension, the learning method dimension, the assessment dimension, the technology use dimension, the network dimension, the dimensions of the cost of cellular internet data also problems in online learning.


INTRODUCTION
On March 2020, WHO announced about the matter of COVID-19 pandemic around the world (Yuzulia, 2021a). Health experts from China stated that COVID-19 attacks the human respiratory organs. Pandemic of COVID-19 has spread rapidly throughout the world. WHO has announced that as many as 213 countries have been infected with COVID-19, including Indonesia, which made the government in Indonesia started to implement the program of PSBB or Large-Scale Social Restrictions in a number of areas that affected by COVID-19 (Dhawan, 2020;Mustakim, 2020;Realistis, 2020). This pandemic not only disrupted the economic aspect but various other aspects such as, social, tourism and also the education system in Indonesia (Putra, 2021;Rosali, 2020;Udayani et al., 2021). The COVID-19 pandemic has created major challenges for education worldwide (Weldon et al., 2021;Yuzulia, 2021b). Many schools are closed to avoid individual-to-individual interaction, which made teaching and learning activities must be shifted to online teaching and assessment (Hill et al., 2021;Usher et al., 2021). During time in this pandemic, the part of pandemic. The government is also expected to do more review related to teacher training on several matters related to online learning. In the training, at least the teachers can be taught about some applications that can be used in online learning applications. As well as training on how to use these applications until teachers master how to use these applications. Hence, if the online learning period is carried out again, there will be no similar problems that will occur. Based on some of the problems described above, this study was conducted to find out what problems were experienced by elementary school teachers in online learning during the pandemic, especially in the province of Bali.

METHOD
This research's type is descriptive research and the method of this research is descriptive research. Descriptive research focuses on solving actual problems at the time the research was carried out, this is in accordance with the objectives of this study. Where this study aims to find out the problems that researchers found, where researchers would look for data related to the problems faced by elementary school teachers in online learning during the pandemic, especially in Bali Province. The population is a generalization area consist of; objects/subjects that have certain qualities and characteristics determined by researchers to be studied and then to be drawn as a conclusions (Sugiyono, 2012). Hence, based on the opinions of several experts above, it can be concluded that the population is the entire object in a study which is sum based on the quantitative and qualitative values of an object/subject completely and clearly to be studied and then drawn conclusions. In this study, the population was taken from three regencies, which are Denpasar City, Buleleng Regency, and Bangli Regency. The 3 districts will be further subdivided based on urban, suburban and village areas. Then going through, the sample is part of the population taken, which is considered representative of the entire population and is taken using certain techniques (Agung, 2014). Another addition is about the sample as part of the number and characteristics possessed by the population (Sugiyono, 2015). So it can be concluded that the sample is part of the population taken using certain techniques to determine the number and characteristics possessed by a population. Researchers will have difficulty in studying everything in the population if the population is present in large numbers. Therefore, in a study, researchers can use samples taken from a population.
The sampling technique in this study consisted of two sampling techniques, namely, Probability Sampling and Non-Probability Sampling. Probability Sampling includes: Cluster Random Sampling, Simple Random Sampling, and Stratified Random Sampling. Meanwhile, Nonprobability Sampling is Accidental Sampling. Cluster Sampling is sampling on the basis of clusters/groups, because in cluster sampling, each sub-group consists of a heterogeneous population. This technique is used if the population does not consist of individuals, but consists of groups of individuals or clusters, if the cluster is selected, all members in the cluster become the sample (Retnawati, 2017). Cluster Random Sampling was carried out by grouping teachers into 9 groups based on districts. Simple Random Sampling is a research sampling technique with simple random sampling. Based on the grouping of 9 districts, the research sample will be taken using the Simple Random Sampling technique. Three regencies that will be selected as sampling sites, namely Denpasar City, Buleleng Regency and Bangli Regency will be taken as research samples. Stratified Random Sampling is a technique of grouping population members based on their strata. Accidental Sampling is a sampling technique by taking anyone who happens to meet with the researcher and according to the researcher is suitable as a research sample, to be used as a sample. The researcher used the Accidental Sampling technique to collect data from primary schools in the three districts selected as research samples. The data collection method used in this study is a non-test method, where data collection is carried out using a questionnaire method. This questionnaire method was one of the methods of collecting data by obtaining or collecting data by sending a list of questions/statements related to the things they want to know through research conducted to research respondents. The questions used are closed questions, which is questions in the form where respondents will only choose the answers available in the questionnaire that has been prepared by the researcher. Questions will be prepared in the form of a Google Form by the researcher. The data analysis method used in this research is descriptive quantitative. Quantitative research is related to data that can be measured quantitatively, using the symbols of numbers (Subandi, 2011). Quantitative analysis is a method used to answer research problems related to data in the form of numbers and statistical programs. This will be used when the researcher will describe the results of the questionnaire that will be used to collect data for elementary school teachers. In the questionnaire that will be used to carry out research, quite a number of aspects are reviewed so that this research is expected to produce a complex analysis. In this study, the analysis used was descriptive analysis of the Guttman scale with percentage statistical techniques. The Guttman scale will provide a firm response, which consists of two alternatives, namely "Yes" and "No".

Result
Based on the research that has been carried out by the researcher, the researcher would be displayed the results of the data that has been collected from the google form according to the dimensions and the area where the data collection is carried out in the form of the following table. In general, the results of research that has been carried out by researchers, related to the problems faced by elementary school teachers in online learning in three areas, namely cities, suburbs and villages, . From the table, it can be seen that the total of persentage of highest problem occured during the online learning is on suburbs, it can be happened because suburbs are residents from various areas from village and city. So the problems experienced by teachers are quite diverse. Starting from communication problems, difficulties in determining the methods and media to be used when carrying out online learning, experiencing problems when conducting student assessments, unstable networks, experiencing problems regarding cellular data fees, and many others problems in online learning. In the communication dimension, the percentage of each region shows that, problems in urban areas (city) are 66%, in suburban areas 66%, while in rural areas (village) 65%, lower than urban and suburban areas. This was because in rural areas teachers can perform communication activities with parents of students with the offline method so that it was not too hard for teachers to carry out communication with parents of students. However, in urban and suburban areas, of course, communication became a problem because the policy to implement health protocols in urban and suburban areas was and is very strict, so teachers also experienced problems when carrying out communication activities with students and parents. In the dimension of the learning method, the percentage of each region shows that the problem was in urban areas (city) 57%, in suburban areas 53%, while in rural areas (village) 45%. Urban and suburban areas experienced the highest problems related to learning methods, this was because teachers were required to be creative in preparing interesting media and methods hence it can be used to carry out during online learning activities and they usually only adjust the design of learning devices that are adapted to online learning activities.
In the dimension of the percentage assessment of each region, it showed that the problem was in urban areas (city) 61%, in suburban areas 62%, while in rural areas (village) 60%. Of course, all schools in the three regions experienced problems related to the assessment this was due to the difficulty of teachers to take real grades from students, because as we know at this time teachers could not monitor student activities directly so that teachers also had problems carried out assessments of students. In the dimension of technology use, the percentage of each region showed that the problem was in urban areas (city) 40%, in suburban areas 48%, while in rural areas (village) 40%. The percentages of the three regions got a fairly low percentage, this was because the three regions did not have too many problems related to the use of applications and the use of facilities and infrastructure used when carrying out online learning, so it can be said that quite a lot of teachers have mastered the use of applications and also the use of facilities and infrastructure. used when carrying out online learning. However, from this percentage it also meant that there were some teachers who were still experiencing problems related to the use of applications and also the use of facilities and infrastructure used in the implementation of online learning, this was usually influenced by the lack of teacher skills in using the facilities and infrastructure used in carrying out online learning, and the lack of ability in the use of applications used in carrying out online learning. In the dimension of technology use, many teachers experienced ignorance regarding applications that can be used to carry out online learning. Actually applications that can be used to carry out online learning are Zoom Meeting, Google Meet, Google Classroom and Google Form. Meanwhile, not too many teachers have the experience to use the applications used to conduct online learning. Because most teachers use the WhatsApp application when carrying out online learning.
In the dimension of the network, the percentage of each region shows that the problem was in the urban area (city) 50%, in the suburban area 55%, while in the rural area (village) 51%. The three experienced the same percentage, this was due to the various topographic conditions of each region, so that some experienced problems and some did not. However, especially in rural areas (village), most teachers use the offline method so that teachers who were especially in rural areas fel that they did not experience network problems. In the dimensions of the cellular data fee percentage from each region, it showed that the problem was in urban areas (city) 52%, in suburban areas 54%, while in rural areas (village) 51%. This happened because most teachers still used their personal internet data to carry out online learning. On the celulaar data fee dimension, many teachers complained about the amount of internet daata that they spent when carrying out online learning, because most of these teachers use the WhatsApp and YouTube applications when carrying out online learning. Meanwhile the internet data that they got from the goverment did not cover the application aside of chat application and conference application, hence the internet data of assistance from the government cannot be used to carry out online learning, according to the teachers. In the problem dimension in online learning, the percentage of each region showed that the problem was in urban areas (city) 73%, in suburban areas 77%, while in rural areas (village) 71%. From the previous dimensions, the problem dimension in online learning had the highest percentage, because it reached 70% and more. Before the obligation of online learning was carried out, there were also many teachers who had carried out online learning activities, but when online learning was carried out suddenly, many teachers were not ready and complained of the problems when it was implemented, whether it was from students or teachers.
In general, rural areas (village) experienced the fewest problems related to online learning. This was because mos of the village area combined online and offline learning activities. Most schools located in rural areas (village) carried out school activities offline and online (blended leaning), this was because the network was not very worked, especially in mountainous areas where in that area is hard to get any signal for cellphone and internet. So when filled out the google form link and the questionnaire response sheet, not many teachers chose to say they had problems because most schools in rural areas decided to combine online and offline learning simultaneously. Things that affected why offline learning activities were also carried out in some school in rural and suburban areas, were the lack of teacher skills in using the facilities and infrastructure used to carry out online learning, teachers in rural and suburban areas were mostly little bit old an almost approaching the age ofretiring, also most of them had no idea how to use technology in online learning. Hence these teachers had less skills in using the facilities and applications used to carry out online learning.

Discussion
In the communication dimension there were several questions related to communication problems with parents, interaction with students, parents who do not have proper and suitable communication tools, and parents who are difficult to contact due to busy work. Problems in the communication dimension with the largest percentage were happened in urban and suburban areas. This high percentage was because of the teachers which could not interact directly with students, because basically learning is an interaction between teachers and students (Agustin et al., 2020;Silwana et al., 2020;Thoyyibah et al., 2019). Using technology tends to eliminate social interaction between teachers and students (Blakely et al., 2020;Simanjuntak et al., 2020;Summak et al., 2010). Parents of students who did not have supporting devices and also busy parents who were busy working and caused the students cannot join the online learning process properly. Communication between teachers and schools with parents must be established smoothly for the success of learning (Dewi, 2020;Hartmann et al., 2021). Teachers must improve communication with students and parents, as well as some students who do not have the devices to carry out online learning, to contact their closest friends who have proper and suitable devices, to find out the tasks and materials provided by the teacher (Mastura & Santaria, 2020;Rigianti, 2020).
Next is the dimension of learning methods. In the dimension of the learning method, there were several questions related to the problem of using the learning methods used when online learning was carried out, designing learning devices when online learning is carried out and the media used when carrying out online learning. In the dimensions of the learning method the largest percentage is in the city area. The problem experienced by teachers when carrying out online learning in the dimension of the learning method is of course the determination of the methods and media that will be used when online learning is carried out. Teachers are required to be even more creative in making media to present material and determining the methods to be used when carrying out online learning, so that when learning is carried out, the teacher can increase student learning motivation, so that the material that students learned can be grasphed correctly and appropriately. In addition, students also have different brain capacities (Antal et al., 2017;Mastura & Santaria, 2020;Ryu et al., 2021). A teacher must be able to apply a variety of methods so that learning activities become interesting and fun, by involving parents in providing material and using learning methods that are suitable for children's development (Agustin et al., 2020;Garad et al., 2021;Soucy et al., 2016). Teachers can also use digital game-based learning innovations, this has received good attention in the world of education (All et al., 2021;Hung et al., 2014;Xie et al., 2021). Teachers also experience problems in redesigning learning devices, because teachers usually design learning tools with makeshift media (Adlin, 2019; Kao, 2020). So teachers have to adapt to current conditions that is happening around them.
In the assessment dimension, there were several questions related to the assessment carried out on students. In the assessment dimension, the area experiencing problems with the largest percentage was the suburbs. Difficulty to give assessment was one of the problems experienced by teachers when carrying out online learning. Because the assessment was not only an assessment of learning outcomes, but also other assessments, such as assessment of attitudes and also assessment of homework. Teachers experience obstacles in cultivating an independent attitude and an interested of reading in students, this was one thing that teachers could not do, so teachers could not carry out attitude assessments towards students (Wang et al., 2018). Assessment occurs naturally when students interact, communicate, and socialize with friends and teachers (Hughes et al., 2019;Kaplan et al., 2021;Rigianti, 2020). The existence of online learning eliminates the socialization of students with other students directly. So that it became an obstacle for teachers in assessing students. Another problem faced by teachers was when teachers gave assignments to students, students did not fully do their own assignments, because most parents intervene when students do assignments given by the teacher (Chen et al., 2019;Puspitasari et al., 2021;Satrianingrum & Prasetyo, 2020).
In the dimension of technology use, there were several questions related to the use of applications when carrying out online learning, as well as the use of facilities and infrastructure used when carrying out online learning. In the dimension of technology use, the areas experiencing problems with the largest percentage are the suburbs. Teachers who teached in elementary schools in suburban areas experienced problems related to the use of technology used to carry out online learning, this was because teachers in suburban areas only used mobile phones as a means of carrying out online learning with students. Teachers also mostly used whatsapp as an application used to contact and send assignments to students. However, with further explanation, WhatsApp is a social media application that is used to socialize between individuals and groups (M. Mirzon Daheri et al., 2020;Trisnani, 2017). Teachers who experienced problems related to the use of technology and applications in carrying out online learning were caused by the lack of teacher skills in using facilities and infrastructure in online learning (Hong et al., 2021;Kim & Gurvitch, 2020;Morze et al., 2021). However, teacher skills in using technology are still lacking, especially senior teachers who are still not proficient in using devices or facilities to support the implementation of online learning (Dewi, 2020). Before online learning is carried out, it is better for teachers to carry out training related to online learning (Heng & Sol, 2020;Mastura & Santaria, 2020;Meşe & Sevilen, 2021). In the network dimension there were questions related to the quality of the internet network when carrying out online learning. In the network dimension, the area experiencing problems with the largest percentage is the suburbs. Networks play a very important role in supporting effective and fast communication in various forms of communication between parties (Hamaidi et al., 2021;Udayani et al., 2021). An unstable internet connection is one of the obstacles in the implementation of online learning (Rosali, 2020;Wu et al., 2019). That was the reason of many schools that chose to install wi-fi so that teachers could carry out online learning activities while they in school. Schools as educational institutions must be ready to facilitate any changes related to education, one example was providing wi-fi, hence teachers can be helped to do online learning (Aji, 2020;Gillett-Swan, 2017). A good solution related to network problems experienced by students was by suggesting students to watch the learning activity portal provided by the Ministry of Education and Culture through television broadcasts (Rigianti, 2020).
In the cellular data fee dimension, there were questions related to the cellular data fee used during online learning. In the cellular data fee dimension, the areas experiencing problems with the largest percentage are suburban areas. This was because there were still many teachers who used personal internet data when carrying out online learning with students. Many teachers complained that the internet data that they got from the government could only be used for certain applications such as Google Meet, Zoom Meeting, and Google Classroom. While most teachers in suburban carried out online learning through Whatsapp application. Money that they spent also did not only led to the purchase of internet data only but also to the communication costs with principals, and students' parents such as cellular data and other expenses, because the communication did by teachers must continue to run well so that teachers can monitor student progress in learning (Bdiwi et al., 2019;Mastura & Santaria, 2020;Yulian, 2018). In addition to this statement, the implementation of online learning using video conferencing required quite expensive costs (Kim & Gurvitch, 2020;Morze et al., 2021).
In the problem dimension in learning there were several questions related to problems when carried out online learning, teaching experiences with online methods and problems when presenting material to students. In the dimension of problems in online learning, the areas experiencing problems with the largest percentage are the suburbans. Problems that they experienced when carried out online learning were such as the problems described above. Based on the survey results, it was stated that teachers experience problems when carrying out online learning (Roni Hamdani & Priatna, 2020;Saha et al., 2021). Some of the obstacles experienced by teachers during online learning were the limited mastery of information technology by teachers and students, inadequate facilities and infrastructure, limited internet access, and the unprepared budget thaat was needed when online learning was implemented (Lage-Cala et al., 2020;Rasidi et al., 2021). One of communication problems that occured are still many students who used their parents' cellphones so that they were quite difficult to follow the lesson because parents are busy working, difficulty in determining the media and methods to be used, carrying out assessments of students, as well as network quality problems and also the cost of internet data used to carry out online learning Tan, 2021). In addition to this statement, the teacher also experienced problems when providing material to students. Because teachers were required to be more creative when providing material to students, either by making learning videos and so on. Related to these problems, it is hoped that the government can provide solutions, hence the problems experienced by elementary school teachers can be decreased properly, and that learning activities in elementary schools did not experience problems.
Each dimension in the questionnaire blueprint were used for data collection in the research field contained the problems experienced by teachers during online learning. After the researchers carried out the research, the researchers found that there were still many elementary school teachers who had problems when carrying out online learning so, the researchers hoped that this research could help elementary school teachers find the solutions related to the problems experienced by teachers when online learning was implemented. The limitation of the research carried out by the researcher is time, because the sample is huge and the researcher spent a lot of time to reach many schools that will be used as research samples, then the researchers implemented great time management in the research, so that researchers get the proper data t be collected and investigated. Based on the results of research data, the implications of the results of research that have been carried out by researchers are expected, so that teachers can master the use of facilities and infrastructure used in online learning and can increase creativity in order to determine methods and create interesting media to give to students. Hence, later students can get interesting and fun learning when online learning is carried out. In the future, the results of this study can also be used as a source or reference that will be used to find out the problems faced by teachers in online learning during the pandemic in Bali Province.

CONCLUSION
Based on the results of the research, it can be concluded that teachers experienced problems in the dimensions of communication, dimensions of learning methods, dimensions of assessment, dimensions of technology use, dimensions of networks, dimensions of cellular data fees, and problems in online learning.