The learning system in the 4.0 revolution era that applies creativity, critical thinking, collaboration, communication skills, community and character skills, with several aspects and components of educational learning 4.0 So that to face learning in the industrial revolution 4.0, everyone must have critical thinking skills, knowledge and skills. digital literacy skills, information literacy, media literacy and mastering information and communication technology. Meanwhile, in facing the era of society 5.0, the world of education plays an important role in improving the quality of human resources. In addition to education, several elements and stakeholders such as the government, Community Organizations (Ormas) and the entire community also take part in welcoming the upcoming era of society 5.0. To answer the challenges of the industrial revolution 4.0 and Society 5.0 in the world of education, 21st century life skills or better known as the 4C (Creativity, Critical Thinking, Communication, Collaboration)
Pendidikan yang semula dengan metode tatap muka di lembaga pendidikan, kini diubah menjadi pembelajaran daring/online dan dilaksanakan dari rumah masing-masing untuk mencegah dan menanggulangi penyebaran virus COVID-19 ini. Kebijakan tersebut berlaku bagi semua jenjang pendidikan baik dari tingkat PAUD hingga tingkat perguruan tinggi. Hal tersebut menimbulkan banyak problematika khususnya pelaksanaan pembelajaran bagi anak usia dini. Pembelajaran dengan menggunakan sistem daring ataupun sistem online ini masih mengalami banyak problematika dalam penerapannya, karena anak tidak dapat belajar sendiri tanpa pendampingan dari orang tua. Dalam mendorong kualitas pembelajaran pada Anak Usia Dini perlu kerjasama dan dukungan orang tua. Orang tua menjadi salah satu pihak yang bertanggung jawab dalam keberlangsungan pendidikan anak usia dini di masa covid-19. Pengasuhan positif, penyediaan lingkungan belajar yang memadai, dan sumber belajar yang relevan akan sangat membantu anak usia dini dalam menjalani masa transisi menuju era new normal. Oleh karena itu, komunikasi antara guru dan orang tua harus berjalan dengan baik. Kebijakan pemerintah tentang belajar dari rumah tidak serta merta membuat guru melepaskan tugasnya dalam memberikan pendidikan kepada anak usia dini. Justru hal tersebut menuntut guru untuk meningkatkan kompetensinya dalam melakukan pembelajaran jarak jauh dan tetap menilai perkembangan anak berdasarkan laporan kegiatan dari para orang tua.
Penelitian ini membahas implementasi nilai-nilai moderasi beragama pada anak usia dini di RA Darul Da’wah wal-Irsyad (DDI) Lonja Kab. Sigi Prov. Sulawesi Tengah. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Hasil penelitian menunjukkan bahwa Implementasi nilai-nilai moderasi beragama pada anak usia dini di RA DDI Lonja Kabupaten Sigi Provinsi Sulawesi Tengah yakni pertama, melalui kebijakan kepala sekolah, kedua, penerapan kurikulum 2013 dan ketiga, pembiasaan dan keteladanan. Adapun Faktor pendukung Implementasi nilai-nilai moderasi beragama pada anak usia dini di RA DDI Lonja Kabupaten Sigi Provinsi Sulawesi Tengah yakni pertama, adanya kebijakan kepala sekolah, kedua, kerjasana seluruh guru di Sekolah, ketiga, sarana dan prasarana di Sekolah. Sedangkan Faktor penghambat Implementasi nilai-nilai moderasi beragama pada anak usia dini di RA DDI Lonja Kabupaten Sigi Provinsi Sulawesi Tengah yakni tidak adanya peserta didik beragama non Muslim di Sekolah.
Early childhood instillation of character values and wisdom is critical since it is our shared obligation that character values and wisdom are represented in children's attitudes and actions, as well as how to deal with personal situations. Teachers and parents must be held accountable for developing a person who not only understands the values of goodness, but also the ideals of virtue in everyday life in order to develop tough characters and noble personalities.. When all parties are involved, learning moderate Islamic character principles can be done properly and effectively. As a value-based goal for policy makers and educational institutions, they cooperate through school leaders' policies or regulations to achieve the same goals. Basically, the purpose of learning activities is to help students recognize, recognize or care about values, and make them express in their lives, in addition to enabling them to master targeted abilities (content).
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