THE IMPACT OF ONLINE EDUCATION ON THE EARLY CHILDREN’S LEARNING OUTCOMES

This research is motivated by the existence of an online learning process in early childhood so that it impacts on children's learning outcomes. This study aims to determine the effect of online learning on early childhood learning outcomes at Raudhatul Athfal Islam Bakti 99 Nairatul Jannah Padang. This study uses quantitative and qualitative research techniques, namely the mixed method. The subjects in this study amounted to five people . Data collection techniques are in the form of interviews and questionnaires. This study uses quantitative data analysis techniques using level categorization, while qualitative data analysis uses coding approaches. And the outcomes of this study meant that there is an effect of online learning on early childhood learning outcomes. Quantitative and qualitative data supports these results. Quantitative data shows the impact of online education on learning outcomes in the moderate category. In contrast, while the results from qualitative data show that online learning partially affects children's learning outcomes so that learning outcomes tend to be less stable.

that most children's development has decreased in every aspect. One of the aspects that is most affected is the social aspect. 4 Therefore, as has been researched, we can see that if a child's development begins to decline, the child's learning outcomes will automatically decrease. In early childhood education, he assesses learning outcomes through his process when carrying out an activity in the learning process.

B. Method
This research method is a mixed. The use of mixed methods aims to produce more complete data. The mixed method research uses two studies, namely quantitative and qualitative research. Quantitative research is a researcher's effort to collect data in the form of numbers. This research used SPSS to distribute and process the data obtained from questionnaires, as Martono said. 5 A qualitative approach is a researcher's effort to get descriptive data in written or spoken words from people. And observed behavior, namely by obtaining data through the interview process. 6 Subjects in the study amounted to 5 people, where the sampling technique in this study was saturated. The data collection techniques are through interviews, distributing questionnaires, and documentation. This research uses questionnaires and interviews as instruments. The instruments are as follows: The data collection method used in this study is a Likert scale, and we modified into four alternative answers, namely: SS (strongly agree), S (agree), TS (disagree), STS (strongly disagree). The results were analyzed using the data analysis technique, namely level categorization. According to the measurements of Azwar as quoted by Yusrizal, we could place the subject's position in a tiered group by making some levels of categorization. 7 The following is the level categorization formula:  It shows us that of the five teachers who teach at Raudhatul Athfal Islam Bakti 99 Nairatul Jannah, some of them say that the influence of online learning is in the medium category. The medium type of online learning in early childhood impacts children's learning outcomes. b. Qualitative data The interviews were conducted with teachers at Raudhatul Athfal Islam Bakti 99 Nairatul Jannah Padang with five subjects on September 14-17, 2021. Here are the results: R1 said that of the six aspects interviewed, all of them can affect children's learning outcomes during online learning, both in terms of religious, moral, social, language, cognitive, motor, and artistic values. This online learning is carried out remotely and at home, of course. The only ones who guide children to study at home are parents or their families like their brothers and sisters. Online learning also makes children seem monotonous because online learning can only be done with video calls from smartphones.
R2 said that in face-to-face teaching and learning activities, children would feel more fun, play more and interact more with their friends. However, if children learn online, automatically learning is done remotely and only relies on smartphones, so it requires parents to guide their children to study while parents are busy working. The interaction between children and teachers is limited, and parents find it difficult to teach their children due to time constraints.
R3 said that face-to-face learning is more effective than online learning. In this online learning, children will learn more at home, so that it requires children to only mingle with their parents so that children are used to it, and it could be the cause the child will feel embarrassed to socialize, and he feels less confident.
R4 said that online learning impacts children's learning outcomes because online learning can automatically only deal with cellphone screens, so teachers can only invite children and cannot help directly. In automatic online learning, children only meet with their families, so whatever activities are carried out by children parents must involve their parents in any way, as if it happened to a child who does not obey his parents' orders. He is more obedient to the teacher's orders, so online learning will be challenging to learn.
R5 said that online learning could affect children's learning outcomes. Studying at home makes the child's environment limited, but if the child has many friends at school, it is suitable for the child's social life. At school, when learning takes place, children are given more explanations by the teacher before carrying out activities so that children better understand the teaching that the teacher provides. If at home, they study only through cellphones, the limited time and distance make the teacher less than optimal in teaching children.

Discussion
The questionnaire results analyzed per aspect show that the high category only lies in the religious and moral aspects, namely as much as 20%. The previous researchers reinforce the result, namely Solekah et al., who researched how to teach moral values, respect, and appreciation to teachers for 4-5 years at home. The results show that children's religious and moral values have increased. During learning at home, children will mingle with their parents so that at home, parents can also invite children to worship together. 10 Other aspects show the questionnaire results in the medium and low categories, namely, the cognitive aspect where in this aspect of cognitive development from 5 respondents. The standard type is one person (20%), and the medium category is 4 people (80%). The motor aspect resulted in the low sort amounting to 1 person (20%), while those said it was four people (80%). The language aspect resulted in the medium variety amounting to 5 people (100%). Aspects of this art produced medium category amounted to 5 people (100%). The socio-emotional aspect resulted in a low category of 2 people (40%) who said it was three people (60%). The standard class shows that online learning has little effect on children's academic achievement. The average category indicates that online education during childhood significantly impacts a child's educational performance. This is corroborated by a previous researcher, Wulandari & Purwanta, who studied "Ensuring the development of preschoolers during online education in the Covid-19 epidemic college," and argues that the results of his research show the following. The tremendous success is in the development of the child.
The researchers had conducted interviews with various participants, including teachers of Raudhatul Athfal Islam Bakti 99 Nairatul Jannah. The interviews show that online learning affects children's learning outcomes. If you study at home with your parents or siblings, the child will quickly feel bored, so the child becoming lazy to learn. Things that make online learning affect children's learning outcomes include busy working parents, making it challenging to guide children to study. These children who feel bored while looking at home because the learning is monotonous on average. Children catch learning from teachers less effective when learning from a distance far because if the child is in school, he needs guidance and an example from the teacher so that the child understands the learning that the teacher provides. Ramanta & Widayanti's opinion reinforced this fact. They said the shortcomings in online learning include independent education at home, which reduces students' enthusiasm for learning. Often feeling lazy and bored with many teacher assignments makes students stressed. 11 Judging from the results of the categorization test shows that the medium category is more dominant (100%). At the same time, the results of interviews conducted also offer the same results, where online learning influences learning outcomes. And we could have the conclusion that online education in early childhood could affect children's learning outcomes.

D. Conclusion
Based on research conducted by researchers on teachers of Raudhatul Athfal Islam Bakti 99 Nairatul Jannah, we could conclude that the impact of online education on learning outcomes is as follows: The questionnaire results show the medium category reaches 100% of the impact of online education on children's learning outcomes. The interviews reveal the impact of online education on children's learning outcomes. This conclusion is based on the analyzing of the results of interviews with the subject. Conclusions from six aspects of the development of children are only part of the results that are affected by online learning.