Follow-up on the results of the assessment of the implementation of early childhood learning in kindergarten (TK) is a research that aims to improve the quality of education such as improving the competence of educators, to improve children's abilities through collaboration with parents of students, as well as to improve the implementation of program planning more accurately, either making something new or modifying an existing one. The methodology of scientific articles based on the results of this study uses a literature study approach (Library Research), data collection techniques namely documentation methods, and for data analysis usingmethods content analysis. . The results of this study indicate that the follow-up results of the assessment contribute to PAUD educators in kindergarten as an effort of educators in order to conclude all children's activities as materials to improve the competence of PAUD educators, improve children's development abilities, and make planning learning programs that are even better going forward. So that the child's growth and development can be optimized according to the expectations and goals of education.
Artikel ini mengkaji tentang peningkatan kualitas manajemen pendidik dan tenaga kependidikan di PAUD (Pendidikan anak usia dini). Manajemen adalah salah satu upaya untuk mengelola PAUD menjadi lembaga yang bermutu dan mencipatakan generasi yang siap untuk menghadapi langkah-langkah selanjutnya dalam kehidupannya. Peningkatan kualitas manajemen dibutuhkan untuk meningkatkan kualitas pendidik dan tenaga kependidikan, sehingga proses pelaksanan kegiatan di lembaga pendidikan anak usia dini berjalan secara maksimal serta efektif dan efesien. Metode yang digunakan dalam penelitian ini adalah Library Research dengan menelusuri kajian-kajian yang keterkaitan dengan artikel ini baik berupa hasil penelitian ataupun kajian dalam bentuk lain. Hasil penelitian menunjukkan peningkatan kualitas manajemen pendidik dan tenaga kependidikan perlu memperoleh pelatihan-pelatihan teknis dalam penyelenggaran administrasi penyelenggaraan pembelajaran dalam lembaga pendidikan anak usia dini sehingga layanan pendidik dan tenaga pendidikan akan lebih berkualitas dan akan lebih optimal sesuai harapan masyarakat. Peningkatan kulialitas ini mengarah pembangunan pendidikan yang bermutu, membentuk pendidik dan tenaga kependidikan yang handal, produktif, kreatif, dan berprestasi.
Freedom to learn and teaching is a priority policy for the ministry of education in improving the quality of education. Of course there are many things that must be adjusted to this policy, including the professional development of teachers. Because there are many educational units that have not harmonized them. This study aims to analyze teacher professionalism development strategies based on the independent learning policy, and the obstacles they face. This research was conducted at SDIT Zia Salsabila as a school that implements an independent learning policy. The research method used is qualitative with a case study approach. The results of the study show that independent learning-based teacher professional development is divided into four keys, namely independence, competence, collaboration, and career. The development strategy is humanizing relationships, understanding concepts, building sustainability, choosing challenges, empowering contexts. The obstacles faced in the professional development of teachers are the lack of socialization by the government regarding the independent learning policy, the emergence of negative perceptions about the orientation of the independent learning policy, the lack of understanding of the concept of independent learning, the absence of driving teachers, low teacher competence, especially teacher who is still a student.
The focus of this research is the development of a natural sustainability-themed Flipchart media conducted to optimize the child's naturalistic intelligence. The research model is R&D (Research and Development) by Borg and Gall. The implementation procedure uses six steps. The results of the development of Flipchart media in the theme of natural sustainability are generally declared feasible. It is based on the validation results of material experts acquired value of 92%, the media experts are 78%, and a learning practitioner (class teacher) 86%. The results of the effectiveness test gained from field trials were obtained average pretests score of 56.53 and average posttest score of 87.73. Then, based on the results of the analysis Test t acquired t observes of 16.965 and t table of 1.761 (t observation > t table). The results showed a significant difference in the level of optimization of the naturalistic intelligence development of child B Group in TK IT Zia Salsabila Medan before and after using Flipchart media. So, it was concluded that flipchart media with the theme of natural preservation was appropriate and effective as a medium to optimize the naturalistic intelligence of early childhood in TKIT Zia Salsabila Medan.
Penelitian ini bertujuan untuk menganalisis mengenai strategi pembelajaran aktif pada anak usia dini. Metode penelitian yaitu kualitatif deskriptif dengan pendekatan library research. Teknik pengumpulan data: menelaah sumber yang releven sesuai kajian penelitian yang dilaksanakan. Adapun analisis data yang digunakan content analisys. Hasil temuan menunjukkan strategi pembelajaran aktif peserta didik dapat memahami dengan mudah maupun menyerap pembelajaran dengan cepat sehingga mereka tidak merasa bosan. Karena belajar merupakan suatu kesenangan yang besar bagi mereka. Strategi pembelajaran aktif memungkinkan peserta didik berperan aktif dalam pembelajaran, baik dalam bentuk interaksi antara peserta didik maupun peserta didik-guru dalam proses pembelajaran. Strategi pembelajaran positif untuk anak usia dini meliputi: (1) Strategi BCCT; (2) Lempar Bola; (3) Strategi Brainstorming; (4) Strategi Pengulangan Cerita Aktif; (5) Strategi Rekam Jejak;(6) Strategi Berbasis masalah. Pentingnya strategi pembelajaran aktif bagi anak usia dini agar anak memperoleh rangsangan atau situmulus dengan lebih baik dimana dalam prosesnya anak terlibat secara langsung mengkontruksikan pengetahuannya.
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