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<p>This research aims to find out and analyze three forms of violence experienced by primary education students during the COVID-19 pandemic, namely domestic violence, violence due to the use of technology (gadgets, the internet), and violence committed by schools or teachers against students. In this research, the researcher did not find domestic violence committed by mothers against their children who were conducting online learning during the Covid-19 Pandemic, except found that the potential for violence still exists, so that at any time, it can be manifested if mothers fail to manage the socioeconomic pressures they face. The researcher of this study also sees the critical role of technology in online learning during the Pandemic. However, technology has also given birth to violence in its form, starting from internet access that is not easily accessible to every student, the uneven distribution of the internet network, as well the increasing number of tasks and learning loads charged to students, also the necessity for students to look for learning materials through various existing internet sources, and the demand to submit schoolwork or those that must be equipped with video images and audio (voice). During the COVID-19 pandemic, schools also failed to implement democratic learning pedagogy because schools only highlight aspects of academic learning, forgetting the importance of accommodating children’s rights in interacting and playing with others (social), so many students felt bored, saturated, and depressed.</p>
</abstract>

This research aims to find out and analyze three forms of violence experienced by primary education students during the COVID-19 pandemic, namely domestic violence, violence due to the use of technology (gadgets, the internet), and violence committed by schools or teachers against students. In this research, the researcher did not find domestic violence committed by mothers against their children who were conducting online learning during the Covid-19 Pandemic, except found that the potential for violence still exists, so that at any time, it can be manifested if mothers fail to manage the socioeconomic pressures they face. The researcher of this study also sees the critical role of technology in online learning during the Pandemic. However, technology has also given birth to violence in its form, starting from internet access that is not easily accessible to every student, the uneven distribution of the internet network, as well the increasing number of tasks and learning loads charged to students, also the necessity for students to look for learning materials through various existing internet sources, and the demand to submit schoolwork or those that must be equipped with video images and audio (voice). During the COVID-19 pandemic, schools also failed to implement democratic learning pedagogy because schools only highlight aspects of academic learning, forgetting the importance of accommodating children’s rights in interacting and playing with others (social), so many students felt bored, saturated, and depressed.

Pandemic Pressures: A Study on the Forms of Violence Against Students During Online Learning

European Review Of Applied Sociology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This research aims to find out and analyze three forms of violence experienced by primary education students during the COVID-19 pandemic, namely domestic...

Pandemic Pressures: A Study on the Forms of Violence Against Students During Online Learning

Online veröffentlicht: 11. Apr. 2024

Seitenbereich: 25 - 40

DOI: https://doi.org/10.2478/eras-2024-0003

Schlüsselwörter
pandemic COVID-19, online learning, primary education, domestic violence, technology violence, school violence (teacher)

© 2024 Muhamad Supraja, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Pandemic Pressures: A Study on the Forms of Violence Against Students During Online Learning

Online veröffentlicht: 11. Apr. 2024

Seitenbereich: 25 - 40

DOI: https://doi.org/10.2478/eras-2024-0003

Schlüsselwörterpandemic COVID-19, online learning, primary education, domestic violence, technology violence, school violence (teacher)

© 2024 Muhamad Supraja, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
pandemic COVID-19, online learning, primary education, domestic violence, technology violence, school violence (teacher)