THE OVERVIEW OF MOTHER'S COPING STRESS ACCOMPANYING CHILDREN STUDYING AT HOME DURING THE COVID-19 PANDEMIC

Valina Khiarin Nisa, Nur Ainy Fardana, Ike Herdiana

Abstract


The Covid-19 pandemic has been going on for more than a year. This condition causes millions of people around the world to become infected or die from the spread of this virus. To prevent a wider spread, certain precautions need to be taken. Preventive actions that can be taken are health protocols, such as maintaining cleanliness, social distancing, and using masks (Haleem, Javaid, & Vaishya, 2020). The existence of social restrictions has hampered most of the activities of the global community. Most of the projects were delayed, many offices closed, and all school activities were shifted at home. Mothers are often constructed as the main source of influence in child development (Woollett & Phoenix, 1996). Apart from being responsible for how children develop, mothers are also the primary caregivers for children in most cultures around the world (Barnard & Solchany, 2002). These social expectations can have an impact on the mental and physical health of mothers, especially working mothers (Forbes, Lamar, & Bornstein, 2020). A number of surveys show an increase in the stress of working mothers during pandemic because they are overwhelmed with their children's online learning process (Haleem, 2020). The author wants to explore the subject in conditions related to the contextual context (Bogdan & Biklen, 2007), namely the experience, awareness, and subjective meaning that the subject has regarding coping with stress that is carried out when accompanying children to study at home during pandemic. Sugiyono (2008) states that purposive sampling is a sampling technique with certain considerations. To interpret the data obtained from interviews, interview data will be compiled and analyzed using data analysis techniques from Miles and Huberman. They view analysis as three streams of activity occurring simultaneously: (1) data condensation, (2) data display, and (3) conclusion drawing and verification (Miles et al., 2014).


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