The learning process policy has shifted from face-to-face learning to e-learningbased
learning which causes various problems in education due to its dijforent
system. £-learning requires well readiness either for the infrastructure or the
technical skillof teacher and students. This qualitative research was conducted to
find out the factors that affect the teacher and students e-learning readiness, and to
analyze the teacher and parents ejj(m of readinesstoward the students in the
implementation ofe-learning. The pmticipants of this research included the school
principal, teacher, the fourth and.fljth grade students, and parents. The data were
collected using observation, questionnaire, and interview. They were then analyzed
using Miles and Huberman interactive data analysis which mcluded data
collection, data reduction, data display, and conclusion or vertfication. Source
triangulation and technique triangulation were also used in this research. The
findings (~(this research showed that the most affecting factors included age, human
resources, innovation, technology, and self-development. The e-leaming readiness
e..fforts done by the teacher are on: 1) age readiness included the school principal
which created a policy where the junior and senior teachers could have the skill of
se(f-adaptation to positive and open attih.lde on the utilization l?l technology and
innovation:2) human resource readiness included joining reacher professional
education, webinar or seminar, and making lesson plans that conji:Jmz to elearning;
3) innovation readiness included holding an IHT (In House Training); 4)
technology readiness included improvmg the speed l?fthe internet access;and 5)
self-development readiness included providing additional budget. Meanwhile, the
e-learning readiness effort done by parents toward their children on: 1) age
readiness included regular evaluation of the students' learning outcomes; 2) human
resource readiness included providing learning assistance to children; 3)
innovation readiness included asking for additional time l?f submission; 4)
technology readiness included re-asking the unclear material to the teachers; and
5) self-development readiness included communicating with the teachers during the
e-learning implementation.