The Impact of Online and Offline Learning on Social Development of Early Childhood in The Covid-19 Pandemic

_______________________________________________________________ In the Covid-19 pandemic, children's social skills are underdeveloped. It happens because the learning system requires children no longer to interact with peers. Thus, they tend to play alone by using a cellphone and not looking for friends to play with and learn together. For this reason, this study aimed to determine the impact of online and offline learning on the social development of early childhood during the Covid-19 pandemic at the Pembina Lengayang State Kindergarten. This type of research used descriptive quantitative methods. The sampling technique used was the cluster sampling technique, namely the area sampling technique for determining the sample if the area to be studied was very large. Data were collected using observation, interviews, and documentation and analyzed using descriptive statistics with the help of SPSS for Windows 23. Based on the frequency test results through SPSS 23, out of 15 children, 14 children were classified as not good (93.3%), and one child was classified as good (6.7%). Meanwhile, the offline learning results revealed that out of 15 children, 100% of children were in the classification as not good social development. Then, there was no significant difference between the children's social development results through online and offline learning in the significance test. From the t-test or hypothesis testing results, it was found that the value of sig 2-tailed on children's social development both online and offline was < 0.05. It indicates that H a1 and H a2 were accepted. In other words, there was an impact of online and offline learning on the social development of children at the Pembina Lengayang State Kindergarten.


INTRODUCTION
Early childhood is a child who is at preschool age with unique characteristics.At that time, early childhood is in a critical situation that requires stimulation to achieve growth and development.Early childhood development includes religious values, moral, cognitive, social-emotional, language, physical motoric, and art that develop simultaneously according to the child's developmental age stage.
On the other hand, social development is a person's ability to behave in interactions with the social environment of society (Hurlock in Hijriati, 2019).Children's social development begins from birth, in other words, through the interaction between the individual child and the people around him.Children's social behavior starts to develop after birth, ages 1-3 months, 6 months, 9 months to 1 year, 1.5-2 years, 2-2.5 years, and 3-5 years (Hasnida in Umayah, 2017).
Social development is also the achievement of maturity in social relations, which is to adapt to the norms prevailing in the learning process in environment to be accepted by the environment (Susanto in Damayanti et al., 2019).In early childhood, social development is beneficial for him in the form of fostering a friendly attitude, respecting the differences of opinion of his friends, being able to be patient when waiting for his turn, being able to resolve conflicts together, and being able to behave according to the rules (Sujiono in Veronica, 2018).
In the social aspect of early childhood, several factors influence its development, namely family, maturity, socioeconomic status, education, and mental capacity (Susanto in Nofrika & Eliza, 2017).Meanwhile, Hurlock divided the factors influencing the social development of children into three: (a) the family environment, (b) the environment outside the home, and (c) the influence of children's social experiences (Mayar, 2013).Related to this, an environment is a place where there is a relationship between individuals, so it is called the process of socialization.Thus, the ability to socialize is one aspect of child development that must be developed, where social skills are aimed at accepting children in social situations.However, the current COVID-19 pandemic has resulted in changes in carrying out learning activities, which could usually run directly, but changed to learning implemented at home through technology media connected to a network connection.Luring is referred to as outside the network, which means a substitute for the word 'offline.'Meanwhile, Daring is also referred to in the network as a substitute for the word 'online' (Mulyana, 2020).During the current COVID-19 pandemic, offline and online are forms of the current learning process.Online learning can also be a solution to the implementation of learning during this pandemic (Prawiyogi et al., 2020in Handayani et al., 2021).
The existence of learning that is different from usual, namely online and offline learning, requires all parties, from teachers and students and parents and students, to work together.The cooperation carried out is like a teacher as an activity planner and assessor of learning outcomes, while parents are mentors for children at home to monitor the learning process (Harahap et al., 2021).Every child has potential in the cognitive, social, and motoric domains.Therefore, good cooperation between teachers at school and parents at home is necessary to optimize children's cognitive, social, and motoric development (Khoiruzzadi et al., 2020in Srihartini & Lestari, 2021).
The previous research results by Wulandari & Purwanta on the achievement of early childhood social development during online learning during the COVID-19 pandemic showed that online learning had an impact on children's developmental achievements, which experienced a decline because they did not do direct or face-to-face learning (Wulandari & Purwanta, 2020).Optimizing learning during a pandemic can be achieved when there is a positive collaboration between teachers, students, and parents (Afif & Qowwim, 2021).
In conclusion, the implementation of online-based learning during the COVID-19 pandemic will affect the achievement of aspects of early childhood development, where usually school teachers could assess aspects of child development as a whole, but there are limitations between teachers and children during the COVID-19 pandemic in fulfilling optimal learning process.Therefore, this research can focus on describing the impact of online and offline learning on children's social development during the COVID-19 period at the Pembina Lengayang State Kindergarten.

METHODS
This research method used quantitative descriptive research.The research sample was one class, namely B5, with 15 children in Pembina Lengayang State Kindergarten.This study's data collection techniques employed observation, interviews, and documentation, while data collection techniques were carried out using cluster sampling (area sampling) techniques.The data analysis technique in quantitative research utilized statistics with the help of the SPSS 23 application.This study used two kinds of statistics: descriptive statistics and inferential statistics (Wilcoxon test and t-test), using the Likert scale measurement.
The data obtained came from the observation results associated with the researchers in the form of the assessment results of children's social development.It consisted of four statement items, with the type of instrument using a Likert scale in the form of a checklist.Meanwhile, the hypotheses formulation is as follows: Ha1: Online learning has an impact on children's social development.Ho1: Online learning has no impact on children's language development.Ha2: Offline learning has an impact on children's social development.Ho2: Offline learning has no impact on children's social development.
Thus, to answer the research hypotheses, it was necessary to determine the significance of the data.If sig < 0.05, Ha was accepted, and vice versa, if sig > 0.05, Ha was rejected.
The level categorization for the concept of children's social development is:   The data inputted into the SPSS application were searched for frequency.Thus, the output data are as follows: Based on the table above, it can be seen that of the 15 children, 14 children were classified as not good (93.3%), and one child was classified as good (6.7%), as can be seen in the histogram graph above.The data inputted into the SPSS application were searched for frequency.Hence, the output data are as follows:

Interview Result Data
Not only statistical data but the results of this study were also corroborated by the open interview results conducted by researchers with several respondents, such as teachers, school principals, and parents of children.Based on the data collection results through interviews, the researchers found that the process of implementing social development activities through online and offline learning during this pandemic period was less suitable and less effective for early childhood because many obstacles or problems came from parents, children, and teachers.As stated by the parents when the researchers conducted the interview: "Hambatan dari orang tua ya itu kadang pagi dia harusnya belajar tetapi saya harus masak terus melakukan pekerjaan rumah, jadi harus diselesaikan dulu pekerjaan rumah dan mengasuh adeknya juga.Yang menjadi kendala itu adalah waktu untuk mengajari dan membimbing anak itu sendiri karena anak TK kan harus diperhatikan dalam belajar tidak bisa sendiri dan terlebih sekarang daring tidak mungkin saya kasih HP ke anak saya secara langsung, nanti yang dibuat malah main di HP saya.(Wawancara 1)".
["The obstacle from parents is that sometimes, in the morning, the child has to be accompanied to study, but I have to cook and do housework, so I have to finish the housework first and take care of younger siblings.The obstacle is the time to teach and guide the children themselves because kindergarten children must be given attention in learning and cannot be alone.Even more, now that it is online, I cannot give my cell phone to my child directly.Later, he can play games on my cellphone.(Interview 1)".] "Untuk meningkatkan sosial anak juga sangat susah, karena kalau di sekolah biasanya anak dibiasakan untuk bekerjasama dengan temantemannya, dan anak akan bersosialisasi dengan teman-teman dan orang-orang baru, sedangkan di rumah anak hanya belajar sendiri dengan dampingan orang tua saja.(Wawancara 2)".
["Every learning, whether face-to-face learning or online and offline, has different problems.The supporting factor is that online learning will occur if the parental quota is adequate and the teacher will send the assignments.Thank God the B.5 class teacher uses cell phones, so I do not have trouble communicating.The inhibiting factor is that parents cannot afford to buy quotas continuously because not all children come from well-off families.In addition, another inhibiting factor is that not all parents are patient with their children studying at home.Many parents complain about accompanying their children to study because of work factors, so many do not submit their assignments to the WA group.Activities that are all online make assignments in the form of photos and videos, and sometimes, the videos are not sent in full due to the limited video size when sending to the WA group, and many photos sent are not clear or blurry, so it is hard for me to give an assessment.Teachers cannot monitor directly, and the only communication is limited to cell phones.(Interview 3)".]

Discussion
Director of Prevention and Control of Mental Health and Drug Problems Minister of Health, stated that the social-emotional impact on children from online and offline learning is quite worrying, including that children feel bored because they are always at home; the children long to meet their friends and teachers; children are also recorded as experiencing verbal violence due to the usual learning process (Antara & Prima, 2020).Without accompanying teachers and class friends who usually become study friends, children will be less motivated and enthusiastic about learning (Fatah, 2020in Srihartini & Lestari, 2021).
Broadly speaking, the results of this study are not much different from the socialemotional problems in online learning described above.Specifically, socialemotional problems include children being less cooperative because children rarely play together, lack of tolerance, lack of socializing with friends, and limited learning.Online learning will provide affective learning, such as multiple interrelated feedback exercises, if it combines collaborative activities with independent learning, personalized learning based on the child's needs, and stimulation or games (Santika, 2020in Hardiyanti et al., 2021).
This research aligns with Hurlock (in Susanto, 2012), who classified patterns of social behavior in early childhood into behavioral patterns as follows: (a) imitating, in which children imitate the attitudes and behavior of people they admire; (b) competition, namely the desire to outperform and beat others; (c) cooperation, starting at the age of three children playing together and cooperatively; (d) sympathy, being able to, and helping others; (e) empathy, sensitive to the feelings of others; (f) social support, where children can receive social support from their peers; (g) sharing, where the child knows one way to obtain social approval by sharing his property; (h) familiar behavior, namely the child gives a sense of affection to the teacher and friends; (i) accepting ideas and obeying the rules in social society.
Based on the research results carried out by researchers at the Pembina Lengayang State Kindergarten and a theory from the Minister of Health (Kusuma & Sutapa, 2021), online and offline learning did have a social impact on children today, with the causative factor being the COVID-19 pandemic.From the various observations and interviews that the researchers conducted, it can be concluded that online learning at the Pembina Lengayang State Kindergarten impacted the social development of children, especially in social development, cooperation or mutual help, and discipline aspects.It could be seen in the assessment results of children's social development and the data analysis results on the social development of children at the Lengayang State Kindergarten and following the answer results of parents and teachers in conducting interviews.It was explained that by holding online learning, it was difficult for children to cooperate with those around them, and children could not cooperate with their friends and could not be disciplined.

CONCLUSION
Children's social development during online and offline learning impacted children's development and even impacted parents, in a lie with complaints submitted by parents when researchers conducted interviews.Based on the frequency test results through SPSS 23, out of 15 children, 14 children were classified as not good (93.3), and one child was classified as good (6.7%).The offline learning results revealed that out of 15 people, 100% of children were in the classification as not good social development.Then, in the significance test, there was no significant difference between children's social development results through online and offline learning.From the t-test or hypothesis testing results, it was found that the 2-tailed sig.value on children's social development, both online and offline, was < 0.05.It means that Ha1 and Ha2 were accepted.Thus, there was an impact of online and offline learning on the social development of children at the Pembina Lengayang State Kindergarten.
Further research is expected to conduct more in-depth research on the impact of online and offline learning on children's social development during the COVID-19 pandemic.Also, the efforts of teachers, parents, and the community in overcoming this can imply collaboration between educators, children, and parents in simulating children's development in the pandemic era.

Table 1 .
Categorization of Levels of Children's Social Development through Online and Offline Learning

Table 2 .
Data Frequency of Online Assessment Survey

Table 3 .
Children's Online Social Development Category

Table 4 .
Data Frequency of Offline Assessment Survey

Table 5 .
Children's Offline Social Development Category