Penelitian ini bertujuan untuk mendeskripsikan peran guru sebagai fasilitator dalam pembelajaran matematika secara daring pada masa pandemi COVID-19 di SDN 015 Tarakan. Penelitian ini menggunakan metode kualitatif deskriptif. Penelitian ini dilaksanakan di SDN 015 Tarakan dengan melibatkan guru dan siswa. Teknik pengumpulan data yang dilakukan melalui wawancara dan dokumentasi. Teknik analisis data menggunakan teori dari Miles dan Huberman yaitu mereduksi data, menyajikan data dan menyimpulkan data. Hasil penelitian ini menunjukkan bahwa peran guru sebagai fasilitator konten dan proses dalam pembelajaran matematika di masa pandemi COVID-19 telah dilaksanakan. Hal tersebut terlihat bahwa dalam fasilitator konten guru telah menyiapkan perangkat pembelajaran seperti silabus, rencana pelaksanaan pembelajaran, media berupa video pembelajaran, media dakon matematika untuk materi faktor persekutuan terbesar dan kelipatan persekutuan terkecil, dan media karton untuk materi bangun ruang, serta menyediakan bahan penilaian seperti lembar kerja siswa, ulangan harian, penilaian tenganh semester dan penilaian akhir semester dalam bentuk soal pilihan ganda, isian, dan essay. Sedangkan peran guru sebagai fasilitator proses terlihat bahwa guru telah melaksanakan pembelajaran sesuai dengan perangkat yang disediakan. Pembelajaran dilakukan melalui grup WhatsApp dan Zoom. Guru menerapkan atau menggunakan model saintifik. Selain itu juga guru menggunakan media berupa video pembelajaran yang dibuat sendiri atau diambil dari YouTube. Guru juga telah melaksanakan penilaian dengan memberikan lembar kerja siswa, ulangan harian, penilaian tengah semester, dan penilaian akhir semester dalam bentuk soal pilihan ganda, isian dan essay.

Kata Kunci: Peran Guru, Fasilitator, Pandemi COVID-19

This objective of this research was to describe the teacher’s role as a facilitator in the process of mathematics online learning during the COVID-19 pandemic at SDN 015 Tarakan. This research employed a descriptive qualitative method which was conducted at SDN 015 Tarakan by involving a teacher and students. The data were collected through interview and documentation, and were then analyzed using the theory of Miles ahd 1-luberman, namely: reducing the data, presenting the data, and drawing conclusion. The results of this study indicated that the role of the teacher as a facilitator of content and process in learning mathematics during the CO VID- 19 pandemic had been implemented. It could be seen that the role of teacher as a content facilitator, the teacher had prepared the learning tools such as syllabus, lesson plans, media in the form of videos, mathematical dakon media (dakota) for the materials of the greatest common divisor and the least common multiple, and cardboard media for the material of solid figures, and providing assessment materials such as student’s worksheets, daily tests, middle semester assessment, and final semester assessment in the forms of multiple-choice test, gap filling/completion, and essay question. Meanwhile, the role of the teacher as a process facilitator showed that the teacher had implemented the learning process according to the learning tools provided. The learning processes were done using WhatsApp groups and Zoom cloud meeting based on the scientific learning model. In addition, the teacher used media in the form of videos which were made by herself or taken from YouTube. The teacher had also conducted an assessment by providing student’s worksheets, daily tests, middle semester assessment, and final semester assessment in the forms of multiple-choice test, gap filling/completion, and essay question. Keywords: Teacher’s Role, Content Facilitator, Process Facilitator, COVID-19