Veny Florencia Sinuraya, Afdal Makkuraga Putra, Sofia Aunul, Irmulansati Tomohardjo

Parenting Typification and Motive of Working Mothers in Accompanying Children’s Distance Learning in Indonesia During The Covid-19 Pandemic

Introduction

Parenting typification and motive of working mothers in accompanying children’s distance learning in indonesia during the covid-19 pandemic. Explore parenting styles & motives of Indonesian working mothers supporting children's distance learning during COVID-19. Uncover communication patterns and supportive care.

Abstract

The government’s determination of the pandemic status of COVID-19 has changed almost all lines of people’s lives, from the economy, and health infrastructure, to education. The rapid transmission of COVID-19 cases has made the government implement Distance Learning (DL) at all school levels, including elementary school levels. The implementation of DL makes elementary school children potentially experience learning loss. On the other hand, working mothers who are used to handing over educational matters to schools find it difficult to accompany children’s DL at home. Therefore, this study aims to determine the typification of parenting carried out by working mothers in accompanying children’s distance learning during the COVID-19 pandemic. The case study method was used in conjunction with a qualitative descriptive research design. The researchers gathered primary data by interviewing five informants, all of whom were working mothers, as well as one psychologist. The findings revealed that women employ monopoly communication patterns while speaking with their children; mothers are perceived as authorities who make ultimate judgments. Furthermore, helpful and sympathetic communications are used by working mothers. Researchers found three characteristics of working mothers’ care during the pandemic, namely over- empathy, life vest, and supportive.

Review

This paper tackles a highly pertinent and critical topic, exploring the experiences of working mothers navigating their children's distance learning during the COVID-19 pandemic in Indonesia. The sudden shift to remote education posed significant challenges, particularly for families where mothers juggled professional responsibilities with intensified educational oversight. The study's focus on "parenting typification" and the motives behind these actions provides valuable insights into the adaptive strategies employed by these mothers during an unprecedented crisis. Utilizing a qualitative, case study approach, the research effectively captures the nuanced realities of this complex period. The findings reveal interesting dynamics in how working mothers engaged with their children's distance learning. The observation of "monopoly communication patterns," where mothers are perceived as ultimate authorities, is presented alongside the reported use of "helpful and sympathetic communications." This duality suggests a complex parental role, balancing the need for structure and decisive action during a chaotic period with essential emotional support. The identification of three distinct characteristics of maternal care—"over-empathy," "life vest," and "supportive"—offers a novel framework for understanding the intense emotional and practical involvement mothers demonstrated, positioning them as crucial anchors for their children's learning and well-being. While this study offers a compelling initial exploration, the abstract raises several points for deeper consideration within the full manuscript. The sample size of five working mothers, though appropriate for an in-depth case study, inherently necessitates careful discussion regarding the generalizability of the findings to the broader population of working mothers. Further elaboration on the interplay between the "monopoly communication" and "helpful/sympathetic communications" would enrich the understanding of these seemingly contrasting parenting styles. Additionally, a clearer definition and detailed examples of the specific manifestations of "over-empathy" and "life vest" as characteristics would significantly enhance the robustness and clarity of these novel concepts. Despite these points, the research provides a timely and important qualitative snapshot, laying foundational groundwork for future, larger-scale studies exploring the long-term impacts of such intense parental involvement and the policy implications for supporting working mothers during educational disruptions.

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