Fungsi Manajemen Kurikulum Pendidikan Anak Usia Dini (PAUD)

Sri Mariam, Dadang Sukirman

Abstract


Pendidikan PAUD ialah pembelajaran berupa bimbingan serta pengetahuan dasar sesuai dengan tingkatan perkembangannya. Dalam proses pembelajaran nya dibutuhkan fungsi manajemen kurikulum yang dilaksanakan secara khusus. Artikel ini bertujuan untuk mengkaji fungsi manajemen kurikulum yang dilaksanakan di TK. Penelitian ini berangkat dari suatu kasus dalam manajemen kurikulum yakni kurangnya kualifikasi pendidik yang profesional, ketersediaan sarana prasarana, kepala sekolah yang tidak kompeten dalam merumuskan kurikulum dan lain sebagainya. Penelitian menggunakan pendekatan kualitatif dan metode deskriptif. Pengumpulan data berbentuk wawancara serta observasi dan literatur semacam buku, jurnal dari sumber terpercaya. Dalam perencanaan kurikulum Kepala Sekolah dan tenaga kependidikan menyusun tujuan serta kegiatan yang akan dilaksanakan. Muatan pembelajaran meliput nilai agama dan moral, kalimat pujian, sifat Tuhan dan ciptaan-ciptaan-NYA, membiasakan pengenalan benda-benda baru, lingkungan baru dan pembiasaan bertanya, pengenalan anggota tubuh, kebersihan dan makanan bergizi, menyapa guru, berani mengemukakan pendapat. Kegiatan pembelajaran berupa pembelajaran di kelas dan lingkungan. Pengawasan dan evaluasi dilakukan pada proses melaksanakan kurikulum baik ranah sekolah maupun tingkat kelas, sarana prasarana dan evaluasi hasil belajar peserta didik.

Kata Kunci : Manajemen Kurikulum, Pendidikan Anak Usia Dini, Taman Kanak-Kanak

 

PAUD education is learning in the form of guidance and basic knowledge according to the level of development. In the learning process, a curriculum management function is needed that is carried out specifically. This article aims to examine the functions of curriculum management implemented in kindergartens. This research departs from a case in curriculum management, namely the lack of professional educator qualifications, the availability of infrastructure, incompetent school principals in formulating curriculum and so on. The study used a qualitative approach and descriptive method. Data collection is in the form of interviews and observations and literature such as books, journals from trusted sources. In planning the curriculum, the principal and education staff prepare goals and activities to be carried out. The learning content includes religious and moral values, sentences of praise, the nature of God and His creations, getting used to the introduction of new objects, new environments and habituation to ask questions, introduction of body parts, cleanliness and nutritious food, greeting teachers, daring to express opinions. Learning activities in the form of learning in the classroom and the environment. Supervision and evaluation is carried out in the process of implementing the curriculum, both at the school and class level, infrastructure facilities and evaluating student learning outcomes.


Keywords


Curriculum Management

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DOI: https://doi.org/10.17509/jik.v18i2.36457

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