Analysis of the Results of the Distance Learning System on Teacher Learning Planning in Elementary Schools: A Literature Review

Putri Nazar Syaqdiyah; Marliyana Marliyana; Winda Herlina; Miftahul Jannah; Muhammad Fery Ferdiansyah; Refaldo Agustira

doi:10.30640/dewantara.v5i2.6576

Authors

Putri Nazar Syaqdiyah STIT YPI Lahat
Marliyana Marliyana STIT YPI Lahat
Winda Herlina STIT YPI Lahat
Miftahul Jannah STIT YPI Lahat
Muhammad Fery Ferdiansyah STIT YPI Lahat
Refaldo Agustira STIT YPI Lahat

DOI:

https://doi.org/10.30640/dewantara.v5i2.6576

Keywords:

Distance Learning, Educational Technology, Elementary Education, Instructional Planning, Online Learning

Abstract

The rapid transition to distance learning during and after the pandemic fundamentally transformed how elementary school teachers approach instructional planning. This literature review examines studies published between 2020 and 2026 to evaluate the impact of digital learning environments on teachers' lesson planning practices, instructional design quality, and associated challenges. Through thematic analysis of selected scholarly sources, the review explores planning adaptations, technological integration, learning loss, and infrastructure disparities in primary education contexts. Findings reveal that distance learning necessitated a shift from traditional, linear planning to flexible, modular instructional designs that prioritize asynchronous delivery, differentiated content, and enhanced parental involvement. While digitally optimized planning correlated with improved student engagement and achievement, widespread implementation was hindered by uneven digital literacy, inadequate technological infrastructure, and significant socio-academic learning loss. The review underscores the critical need for sustained professional development, equitable resource distribution, and intentional blended learning frameworks. Ultimately, elementary education must transition from emergency remote responses to pedagogically grounded, resilient planning models that leverage digital tools while preserving the developmental and relational core of early childhood learning.

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