Non-Formal PAUD is currently developing rapidly, which was established by the village government and community organizations as a form of implementing the 1 Village 1 PAUD government recommendations. No exception in Kecammatan Manisrenggo, Klaten Regency, where most of the area is rural. The research method used in this research is qualitative research method which is a research procedure that produces descriptive data in the form of written or spoken words from people and observable behavior. The data that has been obtained from the field will be analyzed descriptively. Data in the form of interviews, observations, field notes, documentation and others will be outlined in a systematic and accountable descriptive form in accordance with field conditions, neither added nor subtracted, solely to find out about the opportunities and challenges of Non-Formal PAUD in Manisrenggo District. Klaten Regency. Based on the results of the study, it was found that the non-formal PAUD institutions in Manisrenggo District were organized by the Village / Kelurahan Government, as well as foundations or community organizations. All of them are evenly distributed throughout the Manisrenggo area, so that the community can involve their children in local non-formal PAUD services. There are 75% of the 16 Villages / Kelurahan in Manisrenggo that have a non-formal PAUD institution. While the remaining 25% of villages / kelurahan have 2 non-formal PAUD institutions. This illustrates that the non-formal PAUD in Manisrenggo has spread evenly in every village / kelurahan. The opportunities for implementing PAUD with a non-profit orientation in Manisrenggo District are more wide open, compared to those that are profit-oriented. The reason is because most of the population in Manisrenggo sub-district has middle to lower economic welfare. There are 2 PAUD implementation, namely: internal (from within the institution), namely related to financing, quality of educators, etc., and external external challenges (from outside PAUD), namely related to institutional relations with the community, environmental conditions, etc. This challenge is clearly experienced in Manisrenggo District, this is evidenced by the existence of three non-formal PAUD institutions that have closed in the last 5 years.Keywords: Non Formal PAUD, Opportunities and Challenges of PAUD Implementation
Penelitian ini merupakan penelitian kualitatif. Dengan subjek penelitian 20 orang remaja di desa Tanjung Mulya Ogan Ilir Sumatera Selatan. Teknik pengumpulan data dalam penelitian ini menggunakan observasi dan kuesioner. Adapun hasil penelitian yang dilakukan bahwa minat baca al-Qur’an remaja di Desa Tanjung Mulya berada di kategori meningkat setelah diselenggarakannya majelis ta’lim. Hal ini dibuktikan dengan hasil analisa data kuesioner yang ada yakni mencapai 83% menjawab opsi iya, 11% menjawab tidak, dan 6% menjawab mungkin atau ragu-ragu. Majelis ta’lim juga memiliki peran sebagai wadah untuk belajar mengenai ilmu agama lebih dalam lagi sebagaimana yang diselenggarakan di majelis ta’lim di Desa Tanjung Mulya Ogan Ilir Sumatera Selatan.
Tujuan dari penelitian ini adalah untuk mengetahui: (1) bagaimana implementasi manajemen kurikulum PAUD di lingkungan Pesantren Al Ittifaqiah. (2) sejauhmana keterlibatan yayasan, guru, orang tua dan masyarakat sekitar dalam mendisain dan merencanakan kurikulum PAUD di lingkungan Pesantren Al Ittifaqiah. (3) problematika apa saja yang dihadapi dalam manajemen kurikulum PAUD di lingkungan Pesantren Al Ittifaqiah. Adapun hasil penelitian ini menunjukkan bahwa implementasi kurikulum PAUD di Pesantren Al Ittifaqiah Indralaya meliputi: (1) Perencanaan, terdiri dari: Program Tahunan (Prota), Program Semester (Prosem), Rencana Kegiatan Mingguan (RKM), dan Rencana Kegiatan Harian (RKH). (2) Pelaksanaan. a) Kegiatan keagamaan, meliputi: Menghafal doa seharihari dan surat-surat pendek, Shalat dhuha, Menonton film kartun religi, Manasik haji, dan Bahasa Arab dasar. b) Pengetahuan umum dan seni, meliputi: Pengenalan rambu-rambu lalu lintas, Membuat alat komunikasi (telepon), dan menari. (3) Pengawasan. a) Pengawasan yayasan ke sekolah, meliputi: Observasi sekolah, Pertemuan kelompok, dan Pembicaraan individual. b) Pengawasan kepala sekolah ke para guru, meliputi: Praktek (demonstrasi) mengajar, Observasi kelas, Pembicaraan individual, dan Pertemuan kelompok. (4) Evaluasi. Dilaksanakan setiap akhir tahun pelajaran dengan model evaluasi CIPP, yang meliputi: context, input (anak, pendidik, dan sarana prasarana), process, dan product. Disain dan perencanaan kurikulum melibatkan beberapa pihak, yaitu: Yayasan, Guru, orang dan masyarakat sekitar. Problematika dalam manajemen kurikulum PAUD di lingkungan pesantren Al Ittifaqiah Indralaya yaitu: a) Kompetensi pendidik. b) Sarana dan prasarana (Alat Permainan Edukatif dan ruang atau gedung penunjang).
The learning method often used in preschool institutions is the lecturing method or the question and answer method. If the methods are continuously applied, children's learning motivation can decrease, especially in religious and moral values learning within the scope of Islamic education. A method that can increase children's motivation and development is needed, such as the singing method. The singing method can improve the development of children's religious and moral values. This research is field research with a descriptive quantitative approach. The researchers collected the data using observation, interviews, and documentation. The data were analyzed using the observation results' average or mean. The analysis found that the singing method could increase the development of children's religious and moral values. So it can be concluded, the singing method can be used effectively if applied properly because it is fun and can increase learning motivation. This method can be an alternative for teachers in developing religious and moral values.
This research was carried out to provide knowledge or choices to parents and teachers or educators that cognitive development can be improved through playing educational games. This research is qualitative descriptive research. With data collection techniques of observation, interviews, and documentation. The subjects of the research were the children of class B Maria Al-Qibty Islamic Kindergarten Al-Ittifaqiah Indralaya Ogan Ilir South Sumatra, amounting to 20 people. The results showed that there was an increase in children's cognitive abilities through educational games. This is evidenced by the increased cognitive abilities of children with the application of educational games, such as being able to classify differences according to type and color, comparing shapes around them, understanding various number concepts, distinguishing large and small, long and short, time, space, and so on. able to make good pictures or designs.
Post-covid-19, various aspects of life have been affected, especially the use of the curriculum in early childhood education. The curriculum is an important part of education and requires innovation and development in accordance with the demands of the times. This study aims to determine the implementation of the integrative thematic-based 2013 curriculum in the Al-Ittifaqiah Indralaya Islamic Kindergarten post-covid-19. This research is descriptive qualitative research. The data collection technique was carried out through several techniques, namely observation, interviews, and documentation. Data analysis was performed using the Miles and Huberman approach. Analysis of the data through the stages of data collection, data reduction, and drawing conclusions. The results of the study show that learning is carried out with a comprehensive learning system with the selection of group class management. The successful implementation of this integrative thematic curriculum is seen in terms of the planning and implementation of learning carried out at the Islamic Kindergarten al-Ittifaqiah Indralaya. These successes include increasing children's motivation, increasing children's development, and evaluating the learning carried out. Not only that, through the implementation of the 2013 curriculum on an integrative thematic basis, teachers are more active and more creative in developing various fun learning experiences for early childhood.
ABSTRAK. Kemampuan kognitif anak usia dini saat ini menurun. Hal ini didukung berbagai faktor, salah satunya adalah kurangnya penggunaan pembelajaran yang inovatif yang mampu mengembangkan berbagai aspek perkembangan anak, khususnya ada kemampuan kognitif anak.. Pembelajaran yang bisa digunakan untuk meningkatkan kemampuan kognitif anak adalah pembelajaran kontekstual. Penelitian ini bertujuan untuk mengetahui kemampuan kognitif anak pada pembelajaran kontestual di Taman Kanak-kanak Islam Al-Ittifaqiah Indralaya. Penelitian ini berjenis kualitatif deskriptif dengan pengumpul data yakni observasi, wawancara dan dokumentasi dengan subjek penelitian anak usia 5-6 tahun di kelas B Maria al-Qibty Taman Kanak-kanak Islam al-Ittifaqiah Indralaya. Sedangkan analisa data yang digunakan dengan pendekatan Miles dan Huberman. Hasil penelitian menunjukkan bahwa kemampuan kognitif anak meningkat pada pembelajaran kontekstual ini. Hal ini dibuktikan dengan beberapa indikator kemampuan kognitif anak seperti meningkatnya kemampuan memecahkan masalah sederhana, memahami konsep sains dan konsep bilangan. Anak yang semula tidak mengetahui warna dan bentuk, ketika dilaksanakan pembelajaran kontekstual mulai memahami warna dan bentuk tersebut.Kata Kunci: Pembelajaran Kontekstual, Kemampuan Kognitif, Anak Usia diniABSTRACTCognitive abilities in early childhood are currently declining. This is supported by various factors, one of which is the lack of use of innovative learning that can develop various aspects of children's development, especially children's cognitive abilities. Learning that can be used to improve children's cognitive abilities is contextual learning. This study aims to determine the cognitive abilities of children in contextual learning at Al-Ittifaqiah Islamic Kindergarten Indralaya. This research is a descriptive qualitative type with data collectors namely observation, interviews, and documentation with research subjects aged 5-6 years in class B Maria al-Qibty Islamic Kindergarten al-Ittifaqiah Indralaya. While the data analysis used the Miles and Huberman approach. The results showed that children's cognitive abilities increased in this contextual learning. This is evidenced by several indicators of children's cognitive abilities such as the increased ability to solve simple problems and understand science concepts and number concepts. Children who initially do not know colors and shapes, when contextual learning is carried out, begin to understand these colors and shapes.Keywords: Contextual Learning, Cognitive Ability, Early Childhood
Di era society 5.0, permainan tradisional petak umpet sudah mulai hilang dan sangat sulit ditemukan. Saat ini anak-anak lebih menyukai permainan modern yang ada di gadget. Bertujuan untuk mengetahui apakah permainan ini masih digunakan atau tidak dengan zaman teknologi sekarang ini. Penelitian ini merupakan penelitian deskriptif kualitatif dengan pengumpulan data berupa observasi dan wawancara melalui google form dengan 30 responden. Hasil penelitian menunjukkan bahwa permainan tradisional petak umpet masih digunakan oleh anak-anak pada usia dini. Seperti hasil wawancara bahwa 96,7% responden mengatakan permainan ini sudah mulai hilang dengan hadirnya gadget. Solusi dari permasalahan tersebut adalah dengan terus mensosialisasikan permainan tradisional khususnya petak umpet pada anak usia dini. agar warisan budaya yang diturunkan dari generasi ke generasi ini tidak hilang ditelan zaman
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