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All Journal Kindergarten: Journal of Islamic Early Childhood Education Jurnal Smart PAUD Journal of Early Childhood Education
Aisyah Nurul Hurriyah Sani
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Strategi Pelaksanaan Belajar dari Rumah (BDR) pada Jenjang Taman Kanak-kanak di Masa Pandemi Covid-19 Aisyah Nurul Hurriyah Sani; Melvi Lesmana Alim; Naimah Naimah
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol 4, No 2 (2021): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/kjiece.v4i2.12936

Abstract

ABSTRAK. Berdasarkan surat edaran Mendikbud nomor 4 tahun 2020 tentang pelaksanaan pendidikan dalam masa tanggap darurat coronavirus disease untuk melindungi dan mencegah warga satuan pendidikan dari dampak buruk Covid-19, Kementerian Pendidikan dan Kebudayaan berupaya memberi pemenuhan hak peserta didik untuk mendapatkan layanan pendidikan dengan pelaksanaan Belajar Dari Rumah (BDR). Berkembangnya teknologi dan faktor globalisasi mendorong sekolah khususnya pendidikan anak usia dini untuk menyesuaikan diri dengan perubahan yang terjadi. Pembelajaran berlangsung secara daring atau menggunakan e-learning, namun beberapa anak didik masih membutuhkan pertemuan tatap muka untuk melengkapi proses belajar agar dapat tumbuh secara optimal. Penelitian ini membahas mengenai program kegiatan pendidikan anak usia dini di TK Masjid Syuhada Yogyakarta dengan penggunaan metode bleanded learning. Jenis penelitian menggunakan field research dengan pengumpulan data dari observasi, wawancara dan dokumentasi. Analisis data dalam penelitian adalah reduksi data, penyajian data, dan verifikasi atau penarikan kesimpulan. Hasil penelitian diperoleh bahwa program kegiatan yang dilakukan di TK Masjid Syuhada Yogyakarta menggunakan metode bleanded learning untuk meminimalisir kekurangan yang didapat dari sistem BDR, guru mendapatkan timbal balik atas pencapaian yang mereka lakukan dan peserta didik lebih termotivasi dalam kegiatan belajar. Kata Kunci:  BDR, anak usia dini, program pendidikan ABSTRACT. The development based on the Minister of Education and Culture circular number 4 of 2020 concerning the Implementation of Education in the Coronavirus Disease Emergency response period to protect and prevent education unit residents from the adverse effects of Covid-19, the Ministry of Education and Culture seeks to fulfill the rights of students to get educational services by implementing Belajar Dari Rumah (BDR). The development of technology and factors of globalization encourage schools, especially early childhood education to adapt to the changes that occur. Learning takes place online or using e-learning, but some students still need face-to-face meetings to complete the learning process in order to grow optimally. This study discusses the early childhood education activity program at the Syuhada Mosque Kindergarten Yogyakarta using the bleanded learning method. This type of research uses field research with data collection from observation, interviews and documentation. Data analysis in research is data reduction, data presentation, and verification. The results showed that the program of activities carried out at the TK Masjid Syuhada Yogyakarta using bleanded learning minimizes the shortcomings obtained from the BDR system, teachers get feedback on their achievements and students are more motivated in learning activities.Keyword: BDR, early childhood, educational programs  
Inovasi Kurikulum Anak Usia Dini: Pekan Budaya Sebagai Penanaman Nilai Kearifan Lokal Aisyah Nurul Hurriyah Sani; Annis Sholikha Putri; Sukiman Sukiman
Jurnal Smart PAUD Vol 5, No 1 (2022): Edisi Januari 2022
Publisher : Jurusan PG-PAUD Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jspaud.v5i1.22682

Abstract

Inovasi kurikulum merupakan sebuah gagasan yang diharapkan dapat mengubah kurikulum. Pendidikan berbasis kearifan lokal merupakan model pendidikan yang menaruh perhatian besar pada pengembangan kecakapan hidup dengan memperkuat keterampikan lokal dan potensi daerah masing-masing. Dalam model pendidikan ini, materi pembelajaran harus memiliki makna dan relevansi dengan pemberdayaan sejati dalam kehidupan, sesuai dengan realitas yang mereka hadapi. Kurikulum yang akan dibuat sesuai kondisi lingkungan hidup, minat, dan kondisi psikologi peserta didik.  Pada penelitian ini telah dilakukan wawancara langsung kepada responden dari TK Masjid Syuhada dengan menggunakan metode deskriptif. Langkah ini mendeskripsikan setting social penanaman nilai kearifan lokal melalui kegiatan pekan budaya yang diselenggarakan di TK Masjid Syuhada Yogyakarta. Hasil dari penelitian ini menunjukkan bahwa penanaman nilai kearifan lokal dapat dilakukan sejak dini dalam proses berkala dan berkelanjutan.
The Concept of Merdeka Belajar in Early Childhood: Comparative Study of Reggio Emilia and Ki Hajar Dewantara's Thoughts Aisyah Nurul Hurriyah Sani; Safariyatul Mahmudah; Ali Akbar Muhammad
JOYCED: Journal of Early Childhood Education Vol. 2 No. 2 (2022): JOYCED : Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2022.22-06

Abstract

This study aims to examine the concept of independent learning for early childhood according to Reggio Emilia and Ki Hajar Dewantara, to find out the implications of independent thinking of learning for early childhood on current education, to find similarities and differences in the concept of independent learning to learn in early childhood education according to Reggio Emilia and Ki Hajar Dewantara. This is important considering that Ki Hajar Dewantara is a figure known as the Father of National Education and Reggio Emilia, who was once named one of the best early childhood education schools in the world. The two elements of the educational approach can be collaborated and investigated with comparative qualitative research methods to compare or find similarities from concepts or data drawn to new conclusions using historical, pedagogical, and comparative approaches. In this study, the stages of data analysis are data reduction, data display, focus group discussion, verification, and conclusion drawing. The results show that the concept of independent learning for early childhood is intended to reduce the impact of the decline in student learning performance after COVID-19, with the contextual nature of the independent learning curriculum that can be applied according to different environmental conditions in each school. The implications of the concept of independent learning Reggio Emilia and Ki Hajar Dewantara use the philosophy of constructivism, which assumes that an individual builds learning knowledge based on objects, phenomena, experiences, and their environment. The opportunity to learn both approaches is made through games and art. Both approaches have similarities and strengths with the arts and the philosophical agreement that children learn through play by providing an engaging environment. While Reggio Emila's approach uses the term image of the child, which believes that children are individuals who are capable of doing things independently and with minimal interruptions from adults, Ki Hajar Dewantara uses the Among system through this, the teacher has a significant role to be a role model for children. Both figures have their respective points of view, but it does not become an inequality in the education system. Both views can be alternative considerations for the development of education.
Co-Authors Ali Akbar Muhammad Annis Sholikha Putri Melvi Lesmana Alim Naimah Naimah Safariyatul Mahmudah Sukiman Sukiman