Ilkogretim Online - Elementary Education Online, 2021; 20 (2): pp. 9-21 http://ilkogretim-online.org doi: 10.17051/ilkonline.2021.02.05 The Anomali on Technology Readiness Profile of Elementary School Teachers in Online Learning Amid Covid-19 *Dwi Sulisworo, Ahmad Dahlan University, Indonesia, dwi.sulisworo@uad.ac.id Dian Hidayati, Ahmad Dahlan University, Indonesia Rahmad Bala, Islamic Studies College of Kupang, Indonesia Rahmad Nasir, Muhammadiyah Teacher Training and Education College of Alor, Indonesia Fitriah, Muhammadiyah Teacher Training and Education Institute of Maumere, Indonesia *Corresponding Author Abstract. The Ministry of Education and Culture (MOEC) of Indonesia issued a policy for online learning in all schools, including provinces with limited internet facilities. This study aims to explain the readiness of elementary school teachers in the rural or remote areas in applying online learning. The method used in this study is was ex-post facto. Technology readiness is was measured based on four factors: Optimism (4 items), Innovativeness (4 items), Discomfort (4 items), and Insecurity (4 items). The Likert scale ranged from 1 (Strongly Disagree) to 5 (Strongly Agree). The analysis used Two-way ANOVA and Cluster Analysis. Data from field observations were used to provide a deeper explanation of the statistical analysis. The analysis shows that three segments appear namely Explorers, Pioneers, and Laggards. The immediate implementation of the online learning has caused the Skeptics and Paranoid segments not appear. This study implies that educational policy-makers need to pay attention to the Internet access and the availability of mobile phones as constraints in online learning in rural or remote areas. Keywords: COVID-19, Elementary School, Online Learning, Rural Area, Educational Technology, Social Presence, Technology Readiness Received: 19.12.2020 Accepted: 22.01.2021 Published: 03.02.2021 INTRODUCTION In the Industrial Revolution 4.0 era, many schools began implementing online learning (Mulyani et al. 2019; Santoso 2018), so these schools had started to prepare various policies for their implementation (Soetan & Cokerb 2018; Faridi & Ebad 2018). It's just that schools in remote areas that start implementing online learning are still rare. Due to this COVID-19 outbreak, MOEC requires all schools to implement online learning so In order that all schools run sudden online learning. Several factors need to be anticipated for the success of online learning in this situation, such as infrastructure readiness, teacher, and student readiness. In remote areas, the aspect that needs to be studied is the issue of technology. This issue is essential in online learning (Geng et al. 2019; Kamahina et al. 2019; Sumuer 2018). Nearly all educators today agree that the internet is a useful tool for learning media (Wong et al. 2019). WHO has warned COVID-19 as a pandemic because it has spread to almost all countries in the world, including Indonesia. The COVID-19 pandemic has a huge impact on various sectors of life, such as the economic, social, and education sectors. In Indonesia, the COVID -19 pandemic strongly affects the education sector, both formal and non-formal institutions. Mitigation of COVID-19 encourages MOEC to issue a policy to house students and carry out learning from home. This policy is stated in Official Letter Number 3 of 2020 concerning Prevention of Covid-19 in the Education, and Number 4 of 2020 on the Implementation of Education in Emergency. Educators have the challenge of conducting online learning. Temporary suspension of teaching and learning activities in schools does not necessarily make the student learning process stalled. Students can keep studying online. Teachers have been conducting this learning to provide a meaningful learning experience for students, without being burdened with the demands of achieving all curriculum goals and objectives for grade promotion or graduation. Learning activities and assignments can vary among students, according to their interests and conditions, including the gap in access or learning facilities at home. This policy certainly applies in Nusa Tenggara Timur (NTT) as one of the rural areas in Indonesia. Problems in education arise when the level of quality among regions in supporting the implementation of online learning is not the same. The MOEC policy was responded to by the Governor through Decree Number: 122/KEP/HK/2020 concerning the Status of Emergency Response to Disease Outbreaks of Covid-19 Diseases in NTT. To follow up on the decision, the governor instructed the Mayors of NTT, the