This was a type of qualitative research. The participants of this study were
the students, the teacher, and the parents of the fourth grade. The data were
collected through observation, interviews, and documents. The validity of the data
was done by data and techniques triangulation. The results showed that the
students' learning activeness during remote learning was quite good. However, it
was also found several other problems, namely, students did not really understand
the material and assignments given by the teacher. For students, some questions
or learning materials are still confusing or difficult so they need to ask for help
from their parents or siblings at home. Therefore, in the implementation of remote
learning, the school distributes modules or theme books to make students easier to
learn and do assignments given by their teachers. In addition, students must
also have handbooks other than those given by the school to make them easier to
study and find out other material needed. On the other side, there were also some
obstacles in the implementation of remote learning in this class, such as the
students living area which is very difficult for the internet connection so that it
needs more time to receive the assignments or materials from the teachers. It also
happens when the studems will send them back. The other problem is bad
communication between teachers and parents of students. This bad
communication occurs since the parents do not only have to supervise their
children during remote learning but also have to do other important things or do
their jobs. Bad network connection also hinders the communication a bit between
teachers and parents.