Penelitian ini bertujuan untuk mengetahui apakah arti pendidikan usia dini dan metode apa yang digunakan untuk anak usia dini. Pendidikan usia dini merupakan masa yang tepat untuk meletakkan dasar bagi kemampuan fisik, bahasa, sosial emosional, konsep diri, seni, moral dan nilai-nilai agama. Sehingga upaya pengembangan seluruh potensi anak anak usia dini harus dimulai agar pertumbuhan dan perkembangan anak tercapai secara optimal, hal ini harus sesuai dengan cara/metode yang digunakan pada usia tersebut sehingga anak tidak menjadi bosan. Adapun penelitian ini menggunakan penelitian kalitatif dangen pendekatan deskriptif kualitatif. Metode mengambilkan data dengan obserwasi dan wawancara, dan kemudian dianalis. Selanjutnya hasilnya adalah pendidikan anak usia dini yaitu anak yang baru dilahirkan sampai usia 6 tahun. Proses pembelajaran pada usia ini sangat menetukan pembentukan karakter dan kepribadian anak. Selanjutnya Pengajaran di RA IPKB, metode pengajaran yang ada di PAUD ini adalah bermain, bercerita, bernyanyi, bercakap, karyawisata dan praktik langsung. Karena pengajaran untuk anak usia dini di RA IPKB saya rasa sudah layak, sebab tidak hanya ilmu pengetahuan umum yang di dapat, tetapi ilmu agama anak-anak juga di belaki. Dengan demikian anak-anak bisa bersaing nantinya di sekolah lanjutan yang tidak hanya intelektual yang di dapat, namun sepiritual juga dimiliki.
This study aims to explain how to develop curriculum in inclusive schools, the paradigm used in this research is the paradigm of management functions of curriculum development. Then the supporting and inhibiting factors in the process. This study uses a qualitative method using a curriculum development management approach. The data in this study were obtained through observation, in-depth interviews, and document analysis. Testing the authenticity of the data through continuous observation and triangulation of sources and methods. Data analysis uses an interactive way, including; data collection, data reduction, data presentation and conclusion drawing. The results of this study indicate that: first: the treatment given by the inclusive schools in Madrasah Aliyah Baitul Makmur towards children with different special needs is adjusted to their respective levels. For example services with regular classes with pull outs and for Madrasah Aliyah Baitul Makmur use a regular class placement / service system. Second; the development carried out at schools in Madrasah Aliyah Baitul Makmur curriculum development tailored to the characteristics / psychology of their students. The inhibiting factors are the lack of facilities and infrastructure and the absence of special teachers for children with special needs.Abstract : Penelitian ini bertujuan menjelaskan bagaimana cara pengembangan kurikulum pada sekolah inklusi, yakni paradigma yang digunakan dalam penelitian ini yaitu dengan paradigma fungsi-fungsi manajemen pengembangan kurikulum. Kemudian faktor-faktor pandukung dan penghambat dalam proses tersebut. Penelitian ini menggunakan metode kualitatif dengan menggunakan pendekatan manajemen pengembangan kurikulum. Data-data dalam penelitian ini diperoleh melalui observasi, wawancara mendalam, dan analisis dokumen. Pengujian keaslian data melalui pengamatan terus menerus dan trianggulasi sumber dan metode. Analisa data menggunakan cara yang interaktif, meliputi; pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa: pertama: perlakuan yang diberikan sekolah inklusi di Madrasah Aliyah Baitul Makmur terhadap anak berkebutuhan khusus berlainan disesuaikan dengan tingkatannya masing-masing. Misalnya pelayanan dengan kelas reguler dengan pull out dan untuk Madrasah Aliyah Baitul Makmur menggunakan sistem penempatan/pelayanan kelas reguler. Kedua; pengembangan yang dilakukan pada sekolah di Madrasah Aliyah Baitul Makmur pengembangan kurikulumnya disesuaikan dengan karakteristik/psikologi siswanya. Untuk faktor penghambatnya adalah kurangnya sarana dan prasarana serta tidak adanya guru khusus anak-anak berkebutuhan khusus. Kata kunci : Manajemen Pengembangan Kurikulum, Sekolah Inklusi. PendahuluanSekolah merupakan lembaga yang didirikan oleh beberapa orang, satu sama lainnya berkoordinasi dalam melaksanakan pekerjaannya untuk mencapai tujuan bersama, Di mana, peserta didik yang ada dalam sekolah itu sendiri sangat beranekaragam, kepribadian dan karakternya, baik secara intlej...
School-based management emerged as a solution to achieve equal distribution of educational needs in accordance with the context of each school. This study conducted a case study to reveal the obstacles faced by SMAN 8 Rejang Lebong in implementing the school-based management. All parts of SMAN 8 Rejang Lebong from leadership components, teachers, staffs, to students were involved as the informants who were selected purposively to provide the required data. Data were collected using interviews and observations which were then triangulated and analyzed using an interactive model. The findings revealed several obstacles in the application of school-based management, namely: first, curriculum management had been implemented properly, but student learning achievements were still not optimal. Second, the management of Educators and Education ahd been carried out, but the implementation was not optimal. Third, student management had been carried out, but funding for student activities was still lacking. Fourth, financial management had been carried out, but finances were too limited. Fifth, improvement in the management of facilities and infrastructure had been carried out, but it had not been able to support learning achievement. Sixth, the school had carried out the management of school and community relations, but the communication had not been established as expected.
This study aims to find out what the meaning of the evaluation is, then why the teacherneeds to conduct an evaluation of the learning program and what are the objects andtargets in the evaluation and how to carry out the evaluation of the program. This researchis motivated by the existence of an evaluation process of student learning outcomes andevaluation of the teaching process. When we see in the evaluation process only concernedwith evaluating learning outcomes, it seems less comprehensive. Therefore, it is necessaryto discuss program evaluation. Therefore the evaluation needs to be planned carefully,because it is related and involves many aspects. The method used in this study is a librarywhere data is taken from several reference books relating to the evaluation of learning.Then analyzed using a descriptive approach. Furthermore, the conclusion of this study isthe evaluation of Islamic education programs is an assessment of the design or activitythat is planned carefully to provide guidance to someone so that he can be a human beingwho can develop optimally in accordance with Islamic teachings. Furthermore, beforeevaluating the program, we must first pay attention to institutional objectives and thenspecialize in the field of PAI study and consider the competence of graduates as having:recognizing and behaving in accordance with the teachings of Islam, recognizing andexercising their rights and obligations, having employment ethics, and caring for theirenvironment , think logically critically, and be creative and communicate through variousmedia, enjoy beauty and get into a clean, fit and healthy life, have a sense of love and pridefor the nation and the motherland. Then in carrying out program evaluation can be doneby people from within (people involved in activities), and can also be people from outside(people who are not involved in program activities). The teacher is the implementer sothey know very well what is happening in the teaching and learning process. Teachersare important for improving the quality of teaching, to improve the teaching process thatwill be carried out at a later time. And the last way to carry out program evaluation isby preparing a questionnaire instrument, interview guidelines, observation guidelinesand so forth. The simplest way is to record the events experienced from daily activities inclass.
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