IMPLEMENTASI KURIKULUM MONTESSORI BERNAFASKAN ISLAM DI PENDIDIKAN ANAK USIA DINI RUMAH BERMAIN PADI

Dina Julita, - (2018) IMPLEMENTASI KURIKULUM MONTESSORI BERNAFASKAN ISLAM DI PENDIDIKAN ANAK USIA DINI RUMAH BERMAIN PADI. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Metode Montessori diyakini sebagai salah satu metode yang efektif dalam pendidikan anak usia dini (PAUD) karena menerapkan pembelajaran yang berpusat pada anak. Salah satu satuan PAUD yang menggunakan Kurikulum Montessori adalah Rumah Bermain Padi di Kota Bandung. Kurikulum yang diimplementasikan Rumah Bermain Padi bersifat unik karena memadukan metode Montessori yang merupakan buah pemikiran manusia dengan nilai-nilai Islami yang berasal dari Ilahi. Keunikan kurikulum tersebut memunculkan keinginantahuan Peneliti untuk mengkaji lebih dalam mengenai implementasi kurikulum di Rumah Bermain Padi. Tujuan dari penelitian ini adalah untuk memperoleh gambaran implementasi kurikulum mencakup alasan atau rasional dari pengimplementasian kurikulum, proses perencanaan, strategi pembelajaran, penataan lingkungan siapan, penilaian, dan respon guru terhadap faktor-faktor pendukung dan penghambat. Penelitian menggunakan metode studi kasus dengan pendekatan kualitatif. Penggalian data dilakukan dengan teknik wawancara, observasi dan studi dokumen. Validasi data dilakukan menggunakan triangulasi sumber, metode, dan teori. Hasil penelitian menunjukkan a) Rumah Bermain Padi mengimplementasikan kurikulum didasarkan pada landasasan filosofis, historis, sosiologis, dan psikologis: b) proses perencanaan dilakukan dengan tahap observasi-penentuan tujuan belajar-perancangan-revisi-pengesahan; c) strategi pembelajaran merupakan representasi dari landasan kurikulum, strategi yang tidak direncanakan merupakan manifestasi dari kurikulum aktual maupun tersembunyi, dan strategi ditetapkan guru melalui proses adaptasi dan berdasarkan diagnosis; d) guru melakukan penataan lingkungan siapan pada semua tahap implementasi kurikulum, guru merupakan bagian dari lingkungan siapan, dan penataan lingkungan dilakukan antar guru dengan cara kerja sama, dan guru menata lingkungan siapan untuk memfasilitasi seluruh aspek perkembangan anak; e) Penilaian dilakukan guru berdasarkan pengamatan, penilaian dilakukan untuk mengevaluasi hasil belajar dan untuk mendapatkan dasar pertimbangan perencanaan pembelajaran selanjutnya, dan Kepala PAUD berperan sebagai pengawas pada proses penilaian; f) Respon guru dalam menghadapi faktor-faktor pendukung dan penghambat menunjukkan bahwa implementasi kurikulum merupakan interaksi sosial. Upaya guru dalam mengatasi hambatan dengan memanfaatkan faktor pendukung menghasilkan kolaborasi guru yang terjadi secara formal dan informal. ;---The Montessori methods is widely believed to be one of the effective methods in early childhood and care education (ECCE) because it implements child-centered learning. Rumah Bermain PADI is one of ECCE units that applies the Montessori Curriculum in Bandung City. The curriculum implemented by the Rumah Bermain Padi is unique in that it combines the Montessori methods which is from human thought with Islamic values originating from the Divine. The uniqueness of the curriculum drove the researcher to study more deeply about the implementation of the curriculum. The purpose of this study was to obtain or overview of the implementation of the curriculum including the rationale of implementing the curriculum, planning process, learning strategies, prepared environment, assessment, as well as teachers’ responses to supporting and inhibiting factors. The study used a case study method with qualitative approach. Data was gathered through interviews, observation and document study techniques. Data validation was done using triangulation of sources, methods, and theories. The results of the study showed that a) Rumah Bermain Padi implemented the curriculum based on philosophical, historical, sociological, and psychological bases: b) the planning process was carried out through stages: observation — determining of the learning objectives — designing – revising - validating; c) learning strategies used were representations of the curriculum foundation, unplanned strategies were manifestations of actual and hidden curriculum, and the strategies were determined by the teachers through a process of adaptation and based on diagnosis; d) the teachers conducted environmental management at all stages of curriculum implementation, the teachers were part of the prepared environment, and the environmental arrangement was carried out among teachers, and the teachers arranged the prepared environment to facilitate all aspects of child development; e) The assessments were carried out by the teachers based on observations; they were undertaken to evaluate the learning outcomes and to get a basis for consideration of further learning planning; and the headmaster acted as a supervisor in the assessment process; f) The teachers' response in dealing with supporting and inhibiting factors showed that the implementation of the curriculum was a social interaction. Teachers' efforts in overcoming obstacles by utilizing supporting factors brought about teachers’ collaboration formally and informally.

Item Type:	Thesis (S2)
Additional Information:	No. Panggil: T PK DIN i-2018; Pembingbing : I.Rudi Susilana; NIM : 1608374.
Uncontrolled Keywords:	curriculum, Montessori, ECCE, Islam, curriculum implementation, kurikulum, Montessori, PAUD, Islam, implementasi kurikulum.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions:	Sekolah Pasca Sarjana > Pengembangan Kurikulum S-2
Depositing User:	Ryan Taufiq Qurrohman
Date Deposited:	09 Jan 2020 08:20
Last Modified:	09 Jan 2020 08:20
URI:	http://repository.upi.edu/id/eprint/44365

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