The Use of Technology in Indonesian K-6 Education during Covid-19
Pandemic: A Review
Bayu Rima Aditya
1a
, Dina Fitria Murad
2b
, Oscar Karnalim
3c
, Aditya Permadi
4d
,
Andrisyah
5e
, Fathul Jannah
6f
and Irawan Nurhas
7g
1
School of Applied Science, Telkom University, Bandung, Indonesia
2
Information Systems Department, BINUS Online Learning, Bina Nusantara University, Jakarta, Indonesia
3
Faculty of Information Technology, Maranatha Christian University, Bandung, Indonesia
4
Program Studi Sistem Informasi, Fakultas Teknik, Universitas Mandiri, Subang, Indonesia
5
Fakultas Ilmu Pendidikan, IKIP Siliwangi, Cimahi, Indonesia
6
Pendidikan Guru Sekolah Dasar, Universitas Lambung Mangkurat, Banjarmasin, Indonesia
7
Institute of Positive Computing, Hochschule Ruhr West, Bottrop, Germany
Keywords: Online Learning, Covid-19, Early Childhood, Primary School, Indonesia.
Abstract: The Covid-19 outbreak suddenly forces all on-site classroom activities to be moved online, as the physical
distance is strongly encouraged to curb the spread of the virus. This unexpected shift creates challenges and
problems for both teachers and students in Indonesia, as they were not used to conducting these classroom
activities online. For K-6 students (early childhood and primary school), it becomes even more difficult.
Students are easily distracted and need to be supervised by their parents when using technology in a digital
learning environment. Therefore, this study focuses on Indonesian K-6 education to show how recent progress
has been made in adopting online learning. More specifically, based on a literature review, this study aims to
shed light on the use of technology in teaching-learning processes in preschool and elementary education in
Indonesia during the Covid-19 pandemic. Furthermore, the findings of this review study present a better
understanding of the opportunities and challenges for future online learning in Indonesian K-6 education.
1 INTRODUCTION
The covid-19 pandemic has drastically changed how
people live for more than one year. Even though some
solutions are available and practical in many sectors
like the workplace and industry, there is still no viable
solution for education in rural areas of Indonesia
where the teachers and the students are not familiar
with the technology. Due to the pandemic, they are
forced to use technology and that can be challenging,
especially for K-6 education (early childhood and
a
https://orcid.org/0000-0002-3267-7214
b
https://orcid.org/0000-0001-8724-9105
c
https://orcid.org/0000-0003-4930-6249
d
https://orcid.org/0000-0003-4004-924X
e
https://orcid.org/0000-0002-8444-0200
f
https://orcid.org/0000-0002-7336-8469
g
https://orcid.org/0000-0002-2211-8857
primary school). Indonesia has about 577.305.660
students from early childhood to high school that can
be affected by the pandemic (Nugroho, 2020). Many
strategies have been applied to facilitate smooth
knowledge transfer from teachers to students during
the pandemic
Migrating to online learning is relatively easy for
schools in large cities given that many of the students
are familiar with technology (Senjaya et al., 2018).
Online learning can be performed in two ways
(Murad et al., 2020): synchronous and asynchronous.
Aditya, B., Murad, D., Karnalim, O., Permadi, A., Andrisyah, ., Jannah, F. and Nurhas, I.
The Use of Technology in Indonesian K-6 Education during Covid-19 Pandemic: A Review.
DOI: 10.5220/0010752900003113
In Proceedings of the 1st International Conference on Emerging Issues in Technology, Engineering and Science (ICE-TES 2021), pages 295-304
ISBN: 978-989-758-601-9
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
295

Synchronous means direct interaction between
teacher and their students and it is typically
performed via online meeting platforms such as
Zoom, Google Meet, and Microsoft Teams.
Asynchronous on the other hand means indirect
interaction, which can be carried on from discussion
forums, educational videos, and online assessments.
However, this becomes more challenging in rural
areas where most teaching activities are conducted
face-to-face.
Many studies have summarized challenges and
issues about migrating from face-to-face to online
learning during the pandemic. However, they are
focused on either higher education (Kamal et al.,
2020; Wijanto et al., 2021), or countries other than
Indonesia (Bao, 2020; Niemi and Kousa, 2020).
Further, they typically cover only a few institutions in
a particular area, which might not be sufficient to
represent the whole country. To the best of our
knowledge, no studies have summarized how K-6
education in Indonesia uses technology to facilitate
online learning (both synchronous and
asynchronous). This study addresses the issue by
performing a literature review from academic papers.
The collected papers are analyzed and discussed
based on four points of view: use of software, use of
hardware, activities, and benefits. It is expected to
help Indonesian teachers or policymakers to expedite
the transition from offline to online learning in rural
areas of Indonesia.
2 METHOD
We derive a systematic literature review
methodology (Kitchenham et al., 2010) to summarize
papers about the impact of the Covid-19 pandemic on
the learning activities of K-6 education. This research
uses keywords to search relevant articles, inclusion
and exclusion criteria, and data analysis.
Relevant papers are collected with the help of
Google Scholar, a common academic search engine.
To prioritize the most relevant papers, Boolean
operators like OR and AND are used. The keywords
are carefully tailored based on informal observation
toward a small sample of relevant papers. The
keywords are:
a. "Indonesia" AND "Early Childhood" AND
"information technology" AND "covid-19"
b. "Indonesia" AND "PAUD" AND "teknologi"
AND "covid-19"
c. "Indonesia" AND "Primary School" AND
"information technology" AND "covid-19"
d. "Indonesia" AND "Sekolah Dasar" AND
"teknologi" AND "covid-19"
All papers found from the given keywords are
called “founded studies” (N = 32.310). After that, the
papers are filtered based on their title and abstract. If
both title and abstract align with our topic, the paper
will be passed to the next pool called “candidate
studies” (N = 392). Finally, all candidate studies
papers are read in detail and passed to the last pool,
“selected studies” if the content still aligns with our
topic (N = 39). We have applied several inclusion and
exclusion criteria:
a. The papers should focus on empirical studies
and literature review
b. The papers should be about the use of
technology during Covid-19
c. The papers can be written in either English or
Indonesia; not all relevant papers are written
in English since our context is Indonesian
education
d. The papers should be published since 2020
e. The papers should focus on Indonesian K-6
education (early childhood and primary
school)
f. If there are duplicates, only one of them is
observed.
All papers in the “selected studies” are analyzed
and the findings are summarized based on four points
of view: software, hardware, activities, and benefits.
3 RESULT AND DISCUSSION
3.1 The Technologies Used during
Covid-19
Based on the results of an analysis of 39 articles
discussing the use of technology for K-6 education
during the Covid-19 pandemic in Indonesia, 4
hardware and 44 software have been used to ensure
the implementation of teaching and learning
activities. An overview of technology during a
pandemic is shown in Table 1 and Table 2.
3.1.1 Early Childhood
Table 1 shows that laptops and smartphones are
crucial hardware to facilitate online learning during
the pandemic at the early childhood level. For those
who have no access to such hardware devices,
television (TV) can be another alternative to learn
from home. There are a few educational TV programs
provided by the government for that purpose.
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296

Table 1: Major Technologies used in Early Childhood.
T
yp
e Technolo
gy
(
21
)
Authors
Hardware
Laptop (5) Andrisyah & Ismiatun, 2021; Hidayati & Rudiyanto, 2021; Nurdin & Anhusadar,
2020; Nurkolis & Muhdi, 2020; Sholihatun et al., 2020
Smartphone (9) Abubakar & Sahriana, 2021; Andrisyah & Ismiatun, 2021; Fujiawati et al., 2020;
Hidayati & Rudiyanto, 2021; Nurdin & Anhusadar, 2020; Nurkolis & Muhdi,
2020; Pudyastuti & Budiningsih, 2021; Sholihatun et al., 2020; Srihartini et al.,
2020
Television (3) Fujiawati et al., 2020; Hidayati & Rudiyanto, 2021; Srihartini et al., 2020
Software
WhatsApp (16) Abubakar & Sahriana, 2021; Andrisyah & Ismiatun, 2021 Arifiyanto et al., 2020;
Firrdaus Zar’in, 2021; Fujiawati et al., 2020; Hidayati & Rudiyanto, 2021;
Mariam et al., 2020; Nurdin & Anhusadar, 2020; Nurkolis & Muhdi, 2020;
Pudyastuti & Budiningsih, 2021; Riadil et al., 2020; Sari, 2021; Shofa, 2020;
Sholihatun et al., 2020; Srihartini et al., 2020; Sutrisno & Suhendro, 2020
Zoom (8)
Andrisyah & Ismiatun, 2021; Fujiawati et al., 2020; Hidayati & Rudiyanto, 2021;
Mariam et al., 2020; Nurdin & Anhusadar, 2020; Pudyastuti & Budiningsih,
2021; Sholihatun et al., 2020; Widiastuti et al., 2020
YouTube (2) Andrisyah & Ismiatun, 2021; Sholihatun et al., 2020
Google Classroom
(
5
)
Hidayati & Rudiyanto, 2021; Nurkolis & Muhdi, 2020; Shofa, 2020; Sholihatun
et al., 2020; Widiastuti et al., 2020
Google Suite for
Education (1)
Hidayati & Rudiyanto, 2021
Email
(
1
)
Pud
y
astuti & Budinin
g
sih, 2021
Facebook
(
2
)
Andris
y
ah & Ismiatun, 2021; Nurdin & Anhusadar, 2020
Video Recording (1) Abubakar & Sahriana, 2021
Microsoft
PowerPoint
(
3
)
Andrisyah & Ismiatun, 2021; Insani et al., 2021; Mariam et al., 2020
Multimedia
Application (1)
Peniarsih & Paryanti, 2020
Rumah Bela
j
ar
(
1
)
Trisnadewi & Muliani, 2020
Icando
(
1
)
Trisnadewi & Muliani, 2020
Moodle
(
1
)
Rakhmawati et al., 2021
Zenius (1) Hidayati & Rudiyanto, 2021
Ruang Guru (1) Hidayati & Rudiyanto, 2021
Learnin
g
House
(
1
)
Hida
y
ati & Rudi
y
anto, 2021
Goo
g
le Meet
(
2
)
Fu
j
iawati et al., 2020; Nurdin & Anhusadar, 2020
In addition, Table 1 shows that various software has
been used to facilitate online learning during the
pandemic at the early childhood level. The most
common one is WhatsApp, a chatting application
with simple and intuitive features. WhatsApp can be
used to send learning materials and assessments in
many forms including videos, photos, and recorded
sound. The application’s group video call is also
useful to let the teacher interacts with the students.
Other common software applications to facilitate
social interaction are Zoom and Google Classroom.
The former is used to do online meetings, replacing
face-to-face meetings in the classroom. The latter is
used to help the teacher designing a virtual
environment for learning. Some early childhood
teachers have utilized Microsoft PowerPoint,
YouTube, Facebook, and Google Meet as alternative
software applications to facilitate online learning
during the pandemic. A few of them rely on email,
Moodle, Google Suite for Education, video recording,
multimedia application for online learning, and other
government-supported platforms (e.g., Ruang Guru,
Rumah Belajar, Learning House, Zenius, and
Icando).
3.1.2 Primary School
Learning media is a supporting instrument to deliver
instructions or learning materials. This instrument is
a combination of hardware and software
technologies. Table 2 shows that during the
pandemic, hardware devices like computers and
mobile phones play a crucial role as part of the
technology infrastructure in primary school
education. Both computers and mobile phones in this
micro-electronic era are combined and called a
smartphone, a handheld computer. Its functional
benefits, convenience, and affordable price make this
The Use of Technology in Indonesian K-6 Education during Covid-19 Pandemic: A Review
297

Table 2: Major Technologies used in Primary School.
T
yp
e Technolo
gy
(
18
)
Authors
Hardware
Smartphone (11) Fauziyah, 2020; Gustria et al., 2021; Herlina & Suherman, 2020; Lestari &
Gunawan, 2020; Pamungkas, 2020; Priatna & Rahman, 2021 Putria et al., 2020
Roesminingsih et al., 2020; Salsabila et al., 2020; Ulum & Sari et al., 2021;
Uma
r
& Nursalim, 2020
Laptop (8) Fauziyah, 2020; Herlina & Suherman, 2020; Pramana, 2021; Priatna & Rahman,
2021; Roesminingsih et al., 2020; Salsabila et al., 2020; Sari et al., 2021; Umar
& Nursalim, 2020
PC (4)
Herlina & Suherman, 2020; Putria et al., 2020; Sari et al., 2021; Umar &
Nursalim, 2020
Television
(
1
)
Putria et al., 2020
Software
Whatsapp (14) Afifah et al., 2021; Anugrahana, 2020; Astini, 2020; Dewi, 2020; Faridah &
Suhandi, 2021; Fauziyah, 2020; Gustria et al., 2021; Lestari & Gunawan, 2020;
Pramana, 2021; Priatna & Rahman, 2021; Putria et al., 2020 Salsabila et al.,
2020; Sari et al., 2021; Uma
r
& Nursalim, 2020
Youtube
(
3
)
Anu
g
rahana, 2020; Pramana, 2021; Priatna & Rahman, 2021
Zoom (10)
Afifah et al., 2021; Anugrahana, 2020; Astini, 2020; Dewi, 2020; Jamilah &
Mulyadi, 2020; Lestari & Gunawan, 2020; Pramana, 2021; Roesminingsih et al.,
2020; Ulum & Pamun
g
kas, 2020; Uma
r
& Nursalim, 2020
Edmodo (2)
Faridah & Suhandi, 2021; Lestari & Gunawan, 2020
Goo
g
le Meet
(
3
)
Roesminin
g
sih et al., 2020; Salsabila et al., 2020; Ulum & Pamun
g
kas, 2020
Google Classroom
(10)
Afifah et al., 2021; Anugrahana, 2020; Astini, 2020; Dewi, 2020; Fauziyah,
2020; Herlina & Suherman, 2020; Lestari & Gunawan, 2020; Roesminingsih et
al., 2020; Salsabila et al., 2020; Uma
r
& Nursalim, 2020
Google Doc (2) Astini, 2020; Herlina & Suherman, 2020
Goo
g
le Form
(
3
)
Anu
g
rahana, 2020; Astini, 2020; Herlina & Suherman, 2020
Google
Spreadsheet (1)
Herlina & Suherman, 2020
Rumah Belajar (2) Dewi, 2020; Lestari & Gunawan, 2020
Video Converence
(5)
Afifah et al., 2021; Dewi, 2020; Fauziyah, 2020; Salsabila et al., 2020; Umar &
Nursalim, 2020
Moodle (1) Lestari & Gunawan, 2020
Email (1) Lestari & Gunawan, 2020
Me
j
a Kita
(
1
)
Lestari & Gunawan, 2020
Icando
(
1
)
Lestari & Gunawan, 2020
Indonesian X (1) Lestari & Gunawan, 2020
Google for
Education
(
1
)
Lestari & Gunawan, 2020
Kelas Pintar
(
1
)
Lestari & Gunawan, 2020
Microsoft Office
365
(
1
)
Lestari & Gunawan, 2020
Qui
pp
er School
(
2
)
Fauzi
y
ah, 2020; Lestari & Gunawan, 2020
Ruan
g
Guru
(
2
)
Fauzi
y
ah, 2020; Lestari & Gunawan, 2020
Sekolahmu (1) Lestari & Gunawan, 2020
Zenius (1) Lestari & Gunawan, 2020
Cisco Webex
(
2
)
Lestari & Gunawan, 2020; Salsabila et al., 2020
Goo
g
le Drive
(
1
)
Anu
g
rahana, 2020
Tuweb
(
1
)
Anu
g
rahana, 2020
Vlog (1) Fauziyah, 2020
hardware device popular. Most students and teachers
have it as a medium for learning. Laptop is another
crucial hardware to facilitate learning activities
during the pandemic. However, not all teachers and
students can afford to have it. This is why a laptop is
less preferred as a medium for learning apart from
other reasons like less flexibility, less mobility, and
expensive price, as shown in Table 2.
A few teachers and students cannot afford to buy
either computer or a smartphone. Hence, the
Indonesian government, via the Ministry of
Education, Culture, Research and Technology
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298

provides a few educational television programs. This
is expected to deliver learning materials to students
who study from home. Though it only facilitates one-
way interaction, at least the learning materials can be
delivered even without computers or smartphones.
Further, it can work without an internet connection.
Students are only required to watch the television
programs and their teachers can issue paper-based
assessments to them where the results should be
submitted via mail or cargo.
In addition, hardware devices will not be useful
without the counterpart, software applications. Each
of those is a sequence of program instructions and
data that makes the hardware working. Table 2 shows
that there are many software applications used in
Indonesian primary school education during the
pandemic. This means that teachers and their
institutions are quite selective in choosing which
software applications that they will use in online
learning. The software applications can be generally
divided into three categories: synchronous
applications, asynchronous applications, and learning
management systems (LMS). Each of those has its
designated learning output. According to Table 2, the
most used software for online learning during the
pandemic is WhatsApp, a messaging application. It is
expected as teachers and students are familiar with it.
They often use it for messaging, even before the
pandemic. Learning materials, assessments, and
learning feedback can be conveniently delivered. The
application is also used for discussion on many
occasions. Another common software to use is Zoom,
an asynchronous application where teachers and
students can communicate with one another virtually.
Google Classroom is ranked third; it is a free LMS
application. Some institutions encourage the use of
Google Suite. Social media Moodle and LMS like
Edmodo, Ruang Guru, and Zenius are also sometimes
used. A few teachers use YouTube, Webex, and MS
PowerPoint.
3.2 How Technologies Are Being Used
during Covid-19
Based on the results of an analysis of 37 articles that
discuss how technology is used to support teaching
and learning activities for K-6 education during the
COVID-19 pandemic in Indonesia, 5 activities have
been carried out. An overview of technology-
supported activities during the pandemic is shown in
Table 3 and Table 4.
3.2.1 Early Childhood
Table 3 depicts that from 21 articles covering
technology used for early childhood education during
the pandemic, there are five main activities.
Distributing learning materials and conducting online
learning are the two most crucial activities. Both
activities have been facilitated by the use of
technology. Interaction between teachers, students,
and the students’ guardians is another important
activity. Communication is arguably crucial to
fulfilling all learning objectives and that should not
only focus on teachers and students. Teachers should
also discuss the objectives with the students’
guardians so that they can have a consensus about
those and can help to mitigate any challenges that the
students may face during the process.
Table 3: Activities with technology in Early Childhood.
Activit
y
(19) Authors
Conducting online
learning (8)
Andrisyah & Ismiatun,
2021; Mariam et al.,
2020; Nurdin &
Anhusadar, 2020;
Rakhmawati et al., 2021;
Riadil et al., 2020; Shofa,
2020; Sholihatun et al.,
2020; Trisnadewi &
Muliani, 2020
Distributing learning
materials and
assessments (14)
Arifiyanto et al., 2020;
Fujiawati et al., 2020;
Hidayati & Rudiyanto,
2021; Peniarsih &
Paryanti, 2020; Pudyastuti
& Budiningsih, 2021;
Sari, 2021; Suhendro,
2020; Sutrisno et al.,
2021; Widiastuti et al.,
2020;
Communication
between teachers,
students, and the
students’ guardians (3)
Abubakar & Sahriana,
2021; Andrisyah &
Ismiatun, 2021; Hidayati
& Rudiyanto, 2021;
Developing learning
materials
(
1
)
Insani et al., 2021
Media for discussion (1) Sari, 2021
Developing learning materials and performing
discussion are two other common activities but they
are rarer than the first three. This is expected since
some teachers are not familiar with technology and
learning that matters takes time. Though the whole
learning process is online, it should still be aligned
with students’ pedagogical development. Further, it
should be fun, meaningful, and useful to establish
students’ social skills. Hence, teachers need to
The Use of Technology in Indonesian K-6 Education during Covid-19 Pandemic: A Review
299

innovate in terms of developing learning materials or
using appropriate technologies to make the students
happy, interested, and engaged.
3.2.2 Primary School
Table 4 summarizes how technology supports online
learning for primary schools during the pandemic.
Teachers and students are expected to quickly
familiarize themselves with technology, especially
for tasks like distributing learning materials and
assessments, online discussion, creating digital
learning materials, and online communication
between teachers, students, and even the students’
guardians. The most common activity is distributing
learning materials, followed by distributing the
assessments, and online discussion. Though the use
of technology in this internet era provides some
convenience, teachers and students are expected to
still improve their skills of using the technology, for
more effective online learning.
3.3 The Main Benefits
Based on the results of an analysis of 34 articles that
discuss the benefits of using technology for K-6
education during the COVID-19 pandemic in
Indonesia, 9 benefits have been identified. An
overview of the benefits of technology during a
pandemic is shown in Table 5 and Table 6.
3.3.1 Early Childhood
As shown in Table 5, there are eight benefits from
online learning during the pandemic according to the
literature. The most substantial benefit is the ability to
manage and facilitate the whole learning process
online. Without technology, online learning during
the pandemic will not be effective. Technology
facilitates teachers to do many activities, starting
from planning, executing, to grading. Further, it also
improves creativity to innovate, increases student
enthusiasm, motivates teachers to familiarize
themselves with technology, and facilitates
convenient monitoring of student progress by both the
teachers and the students’ guardians. The pandemic
implicitly motivates teachers to improve their skills in
using technology as that is the only way to follow the
current trend and improve the quality of education.
All of them are required to keep student enthusiasm
and engagement during online learning. This kind of
benefit is also felt by the students’ guardians as with
technology, they can monitor the learning progress
anytime and anywhere.
Table 4: Activities with technology in Primary School.
Activit
y
(
18
)
Authors
Distributing
learning
materials and
assessments
(14)
Afifah et al., 2021; Anugrahana,
2020; Astini, 2020; Dewi, 2020;
Faridah & Suhandi, 2021;
Fauziyah, 2020; Herlina &
Suherman, 2020; Gustria et al.,
2021; Lestari & Gunawan, 2020;
Pramana, 2021; Priatna &
Rahman, 2021; Putria et al., 2020
Salsabila et al., 2020; Umar &
Nursalim, 2020
Media for
discussion (14)
Afifah et al., 2021; Anugrahana,
2020; Astini, 2020; Dewi, 2020;
Fauziyah, 2020; Herlina &
Suherman, 2020; Jamilah &
Mulyadi, 2020; Lestari &
Gunawan, 2020; Pamungkas,
2020; Pramana, 2021;
Roesminingsih et al., 2020;
Salsabila et al., 2020; Ulum &
Putria et al., 2020; Umar &
Nursalim, 2020
Conducting
online learning
(11)
Anugrahana, 2020; Dewi, 2020;
Fauziyah, 2020; Herlina &
Suherman, 2020; Jamilah &
Mulyadi, 2020; Pramana, 2021;
Priatna & Rahman, 2021; Putria et
al., 2020; Roesminingsih et al.,
2020; Sari et al., 2021; Ulum &
Pamun
g
kas, 2020
Communication
between
teachers,
students, and
the students’
g
uardians
(
3
)
Astini, 2020; Dewi, 2020; Priatna
& Rahman, 2021
Improving teachers’ skills of information
technology, improving teachers to communicate with
student’s guardians, as well as encouraging the
students’ guardians to actively participate in the
learning process are benefits with substantial effect.
After one year of conducting online learning, there is
an improvement of teachers’ skills regarding
information technology. Some teachers are capable of
creating innovative, creative, and engaging
educational videos. Managing the whole learning
process via digital platforms has also become more
common. Many stakeholders support improving
teacher competency in using technology by
conducting workshops like pembaTIK (Information
Technology-based learning) held by Pusdatin
Kemdikbud. In addition, online learning has
encouraged the students’ guardians to actively
participate in succeeding the whole learning process
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300

Table 5: Benefits of technology use in Early Childhood.
Benefit
(
21
)
Authors
Managing and
facilitating the
whole learning
process online (11)
Abubakar & Sahriana, 2021;
Arifiyanto et al., 2020;
Hidayati & Rudiyanto, 2021;
Nurdin & Anhusadar, 2020;
Pudyastuti & Budiningsih,
2021; Rakhmawati et al.,
2021; Riadil et al., 2020;
Srihartini et al., 2020;
Sutrisno et al., 2021;
Suhendro, 2020; Trisnadewi
& Muliani, 2020
Improving teachers’
creativity (4)
Hidayati & Rudiyanto, 2021;
Mariam et al., 2020; Shofa,
2020; Trisnadewi & Muliani,
2020
Motivating teachers
to familiarize
themselves with
technolo
gy
(
3
)
Nurkolis & Muhdi, 2020;
Sholihatun et al., 2020;
Widiastuti et al., 2020
Convenient
monitoring of
student progress by
both the teachers
and the students’
guardians (3)
Rakhmawati et al., 2021;
Srihartini et al., 2020;
Widiastuti et al., 2020
Improving student
enthusiasm (4)
Mariam et al., 2020; Insani et
al., 2021; Peniarsih &
Par
y
anti, 2020
Improving the
frequency of
communication
between teachers
and students’
guardians (1)
Sari, 2021
Encouraging the
students’ guardians
to actively
participate in the
learnin
g
p
rocess
(
1
)
Rakhmawati et al., 2021
Improving teacher
competence in using
technolo
gy
(
2
)
Andrisyah & Ismiatun, 2021;
Fujiawati et al., 2020
3.3.2 Primary School
Table 6 depicts that there are some benefits from the
use of technology in primary school during the
pandemic. The most substantial one is managing and
facilitating the whole learning process online. It is
then followed by improving teachers’ creativity to
innovate the learning process and increasing the
frequency of communication between teachers and
students’ guardians. Though it is not substantial,
online learning motivates students to learn as long as
teachers can engagingly deliver learning materials.
This also encourages the students’ guardians to
monitor student progress.
Table 6: Benefits of technology use in Primary School.
Benefit
(
13
)
Authors
Make it easy to
distribute learning
materials (5)
Afifah et al., 2021; Astini,
2020; Pramana, 2021;
Priatna & Rahman, 2021;
Roesminingsih et al., 2020
Improving student
enthusiasm (4)
Astini, 2020; Dewi, 2020;
Faridah & Roesminingsih et
al., 2020; Suhandi, 2021
Promoting more
effective learning
activities (4)
Anugrahana, 2020; Lestari
& Gunawan, 2020;
Roesminingsih et al., 2020;
Salsabila et al., 2020
Improving teachers’
creativit
y
(
1
)
Jamilah & Mulyadi, 2020
Managing and
facilitating the whole
learning process
online
(
3
)
Afifah et al., 2021; Umar &
Nursalim, 2020
4 CONCLUSION
In general, the study summarizes (i) how technology
and the digital learning environment are pushed to
their limits, highlighting both their benefits and
drawbacks in Indonesian K-6 education during the
pandemic via a systematic literature review, a
technique to filter relevant information structurally
and scientifically. For future work, the study can be
replicated with larger coverage both at the
educational level and on a multinational scale. (ii)
Our study establishes that technology serves two
primary functions in the teaching and learning
process: first, as a medium of communication
between educational stakeholders such as teachers,
students, students’ guardians, and policymakers, and
second, as a tool for delivering learning materials
(synchronously and asynchronously) and reflecting
on the learning process. (iii) While the current use of
technology is mainly focused on students' visual and
auditory abilities (via laptops, smartphones, and
television), there is still a dearth of research studies
regarding how technology can be used to support
students' motoric and kinetic abilities. This might be
the limitation of existing technology or human
capability while using or developing that technology.
There are many opportunities for teachers,
policymakers, and technology developers to
collaborate in the future to maximize technology's
potential for supporting technology-based learning.
(iv) Additionally, this novel study demonstrates the
The Use of Technology in Indonesian K-6 Education during Covid-19 Pandemic: A Review
301

importance of conducting research on how digital
competency model are needed for early childhood
and primary school teachers, which competencies are
required, and the depth to which these competencies
must be mastered or perhaps supported by specialized
IT personnel. Subsequent research can be about
developing a framework for digital competency for
early childhood and primary school teachers.
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