The Implementation of PAUD Curriculum in Supporting PAUD-SD Transition
Abstract
The transition of the learning process from Early Childhood Education to Primary School is a crucial period for young children. During this time, children need to be well-prepared, making it essential to have a smooth educational transition to ensure their optimal growth and development. This study aims to analyze the appropriate implementation of the ECE curriculum in supporting the PAUD-SD School transition. A qualitative method is used in this research to identify the key factors that need to be considered when implementing the ECE curriculum to support this transition. The respondents of this study include school principals and ECE teachers, with data collected through in-depth interviews to illustrate how the curriculum is implemented and the foundational skills children need to be ready for Primary School. The study's findings reveal that the curriculum's goals and content are not yet contextually aligned. Teaching methods are predominantly classical, following teacher instructions, and some lessons are still delivered using drill methods. Teachers have not utilized evaluation processes to enhance learning quality, and initial assessments are not conducted as a basis for planning instruction. Understanding the transition of PAUD SD in implementing the PAUD curriculum provides changes in the way teachers carry out the child-centered learning process.
References
Aesti, S., & Aryani, R. (2023). Pengaruh Pola Asuh dan Kemandirian terhadap Disiplin Belajar Anak Usia Dini di Kota Bekasi. Journal of Education Research, 4(2), 542–548. https://jer.or.id/index.php/jer/article/view/187%0Ahttps://jer.or.id/index.php/jer/article/download/187/166
Arisanti, F., Wahyudi, M., & Muttaqin, M. ‘Azam. (2024). Pendekatan Holistik Dalam Pendidikan Anak Usia Dini: Menyelaraskan Aspek Kognitif, Emosional Dan Sosial. Journal of Early Childhood Education Studies, 4, 33–72. https://silabus.org/pendekatan-holistik-paud/
Armini, N. K. (2024). Evaluasi Metode Penilaian Perkembangan Siswa dan Pendidikan Karakter dalam Kurikulum Merdeka Pada Sekolah Dasar. Metta : Jurnal Ilmu Multidisiplin, 4(1), 98–112. https://doi.org/10.37329/metta.v4i1.2990
Aronsson, K. (2018). Learning Through Play. International Encyclopedia of Education, Third Edition, 330–334. https://doi.org/10.1016/B978-0-08-044894-7.00499-1
Hanifah, S., & Euis Kurniati. (2024). Eksplorasi Peran Lingkungan dalam Masa Transisi Pendidikan Anak Usia Dini ke Sekolah Dasar. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 5(1), 130–142. https://doi.org/10.19105/kiddo.v5i1.11576
Jamilah, J. (2019). Kemitraan Pendidikan Anak Usia Dini (Sinergi Tiga Pilar Pendidikan: Keluarga, Sekolah dan Masyarakat). Simulacra, 2(2), 181–194. https://doi.org/10.21107/sml.v2i2.6045
Lestari, L. D. (2020). Pentingnya mendidik problem solving pada anak melalui bermain. Jurnal Pendidikan Anak, 9(2), 100–108. https://doi.org/10.21831/jpa.v9i2.32034
Lestariningrum, A., Prastihastari Wijaya, I., Nugroho, I. H., Ridwan, & Valensia, E. V. (2022). Pelayanan Sekolah Ramah Anak Melalui Penerapan Parenting Orang Tua. Jurnal Pengabdian Masyarakat: Pemberdayaan, Inovasi Dan Perubahan, 2(6), 300–306. https://doi.org/10.59818/jpm.v2i6.351
Musfita, R. (2019). Transisi PAUD ke Jenjang SD: Ditinjau Dari Muatan Kurikulum Dalam Memfasilitasi Proses Kesiapan Belajar Bersekolah. Prosiding Seminar Nasional Pendidikan FKIP, 2(1), 412–420.
Pratiwi, E. (2015). Prosiding Seminar Nasional Pendidikan Pembelajaran Calistung Bagi Anak Usia Dini Antara Manfaat Akademik Dan Resiko Menghambat Kecerdasan Mental Anak. FKIP Universitas Muhammadiyah Ponorogo, November.
Putri, A. S., Nauli, S., Putri, A. S., & Chasanah, M. N. (2024). Peran Guru dalam Mengatasi Stress Akademik Terhadap Anak Usia Dini. Journal of Multidisciplinary Inquiry in Science Technology and Educational Research Vol., 1(3c), 1545–1550. https://doi.org/https://doi.org/10.32672/mister.v1i3c.2007
Saptiwi, N. A. (2023). Evaluation of Teachers’ Understanding of Curriculum 2013 and Merdeka Curriculum in Early Childhood Education Institutions (PAUD)". Jurnal Pendidikan Indonesia : Teori, Penelitian, Dan Inovasi, 3(1). https://doi.org/10.59818/jpi.v3i1.433
Susiana, E., & Anwar, R. N. (2024). Implementasi Gerakan Transisi PAUD ke SD yang Menyenangkan pada Satuan Pendidikan. Seminar Nasional Sosial …, 3(1), 299–305. https://prosiding.unipma.ac.id/index.php/SENASSDRA/article/view/5731%0Ahttps://prosiding.unipma.ac.id/index.php/SENASSDRA/article/download/5731/4545
Wijaya, I. P. (2023). Penerapan Transisi PAUD-SD yang Menyenangkan : Prosiding SEMDIKJAR (Seminar Nasional Pendidikan Dan Pembelajaran), 6(SEMDIKJAR 6), 1982–1988. https://proceeding.unpkediri.ac.id/index.php/semdikjar/article/view/4012
Wulansuci, G. (2021). Stres Akademik Anak Usia Dini: Pembelajaran CALISTUNG vs. Tuntutan Kinerja Guru. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 6(2), 79–86. https://doi.org/10.14421/jga.2021.62-03
Yuliantina, I. (2023). Survei Kesiapan Bersekolah Anak Usia Dini di Provinsi Banten Tahun 2022. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(2), 1422–1438. https://doi.org/10.31004/obsesi.v7i2.3988
Copyright (c) 2024 Efektor
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
