Implementation of the integrative thematic-based 2013 curriculum in al-Ittifaqiah Islamic Kindergarten post-covid-19

Abstract

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.

Menumbuhkan Jiwa Entrepreneurship pada Anak Usia Dini melalui Event Market Kids

“…Oleh karena itu, seorang pendidik harus melakukan kerjasama dengan para orang tua dalam rangka supaya anak mampu dan bisa memotivasi dirinya untuk mandiri dalam kehidupan sehari-hari (Hasanah, 2021). Untuk mencapai tujuan tersebut, perlu adanya sebuah metode atau strategi yang harus diterapkan oleh lembaga PAUD, yang bisa saja berbentuk media ataupun suatu kegiatan yang disisipkan dalam rencana program pembelajaran harian maupun mingguan atau program semester (Loka et al, 2022). Misal, seperti adanya event market kids yang dicanangkan oleh guru-guru PAUD Starkids dalam rangka mengajarkan pada anak untuk terlibat langsung dan belajar tentang peran jual beli, bagaimana melatih keberanian juga kejujuran, tanggung jawab, sosial emosionalnya, kognitif, komunikasi dengan temannya serta secara tidak langsung mengajarkan anak tentang nilai-nilai kewirausahaan, mengenal numeric melalui uang sebagai alat pembayaran dalam bermain peran jual beli tersebut, dan masih banyak lagi aspek lainnya yang dapat dikembangkan melalui event market kids.…”