The purpose of this study is to describe student learning outcomes in distance learning and to describe the teaching and learning experiences of students, teachers and parents in distance learning. The method in this study is descriptive qualitative research with a phenomenological strategy. The data sources were 22 students and 3 teachers from different schools. The Data collection are by observation, interviews and documentation with evaluation of student learning outcomes. The results showed that student learning outcomes did not meet classical completeness, and there were several obstacles felt by students, teachers and parents in distance learning, including those related to student motivation, teacher readiness and parental mentoring participation. The implications of this research are as input for students, teachers and parents and schools to improve readiness in implementing distance learning to support student learning outcomes.

TBA