PARENTAL ASSISTANCE FOR CHILDREN'S LEARNING PROCESS IN THE ERA OF THE COVID-19 PANDEMIC

The impact of the Covid-19 pandemic on the education sector is very significant. The face-to-face learning process turned into distance learning. This study aimed to obtain information about parental understanding and forms of parental support for children in the learning process during the Covid-19 Pandemic Era in Ngoro Tengah Hamlet, Triyagan Village, Mojolaban District, Sukoharjo Regency. The method used is descriptive qualitative. In this research, we distributed questionnaires to parents of school-age children. And then, we provide counseling and distribute the questionnaires again. The results obtained are that it can be seen that the level of understanding of the community in the Ngoro Tengah Hamlet, Triyagan Village, Mojolaban District, and Sukoharjo Regency regarding the children's learning process in the Covid-19 pandemic era is relatively high, but it turns out that in the process of implementing online learning the respondents in this study stated that the difficulties in implementing online learning and feel that online learning makes respondents difficult and not optimal and the role of parents in the form of support for children in the learning process shows a good response with 95.77% supporting online learning.


A. INTRODUCTION
The world is currently being disturbed by the Covid 19 Pandemic. A similar pneumonia case occurred in Wuhan on December 31, 2019 (Lee, 2020). Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-  or Corona is the virus that causes Covid-19, which produces a deadly disease that has hit the whole world as a non-natural disaster. (Lai et al., 2020).  originated from Wuhan, China which then slowly spread throughout the world under the name 2019-nCoV (Chen et al., 2020). Covid-19 spread in Indonesia from December 2019 to February 2020, there were no cases of infection, but on April 2, 2020, the first two cases were confirmed to have Covid-19 infection (Djalante et al., 2020). Based on pandemic has impacted all sectors, including the education sector.
Many countries have started implementing domestic policies related to security stability to reduce the number of COVID-19 transmissions. According to a UNESCO report, 102 countries have stopped teaching and learning activities in schools nationally. This has an impact on 849.4 million children and youth, writes UNESCO on its official website (Baiquni, 2020). In China as the country of origin for the spread of the coronavirus, schools have started to close since the regional "lockdown" policy was implemented in January 2020 (D, 2020).
The learning system has changed from offline (face to face) learning to online learning due to school holidays. Covid-19 urges to change distance education almost like never before (Sun et al., 2020) for all school members, namely teachers, students, and parents. It is known that at this time location, time and distance are big issues (Kusuma & Hamidah, 2020 (Purwanto et al., 2020). Constraints in the distance learning process are very diverse and felt by students. Conditions in the learning process are thought at the kindergarten, primary, junior high, high school, and university levels. The internet network is not good, the facilities and infrastructure used in distance learning and parental control in the implementation of distance learning.
Children's academic achievement depends on parental control of their education at home, at school, and in the community, which is the primary educational institution. (Slameto, 2010).
The family is the perfect place to realize the function of education in the formation of a person's self, cognitive development, and neurocognitive development of children (Noble et al., 2015). Most parents believe their role in their children's education is confined to paying for expenses, building infrastructure, and other tangible requirements.

The research location is in Central
Ngoro Hamlet, Triyagan Village, Mojolaban District, Sukoharjo Regency.
The approach used is a qualitative descriptive method. This method describes an event, a phenomenon that is currently happening (Sudjana, 2001). A phenomenological study is produced as a result of this kind of research, which pays close attention to the phenomenon being studied, concentrates on the activities of the research topic, highlights issues, displays data, analyzes data, and collects data directly from direct observation. (Cahyati & Kusumah, 2020 (Pearson, 2016). The popularity of focus groups is increasing but they are used differently in each research paradigm (Carlsen & Glenton, 2011;George, 2013;Kress & Shoffiner, 2007;Massey, 2011