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All Journal Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Anisa Sriwahyuni
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Jambi, Jambi, Indonesia
Education

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Adaptasi Guru Dalam Menghadapi Administrasi Kurikulum Merdeka di TK Budi Mulia Anisa Sriwahyuni; Nur Halimah; Nayra Alika Putri Rahma; Tri Yolandya Br. Ginting; Divla Aulia; Reni Zabilah; Sri Indriani Harianja; Laila Fitriana
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1168

Abstract

This study aims to analyze the adaptation process of teachers in dealing with the administrative requirements of the Merdeka Curriculum at TK Budi Mulia, Jambi City. The study focuses on teachers’ adjustment to changes in learning administration, challenges encountered during curriculum implementation, and forms of school support in assisting teachers with administrative tasks. This research employed a qualitative approach using a case study method. The participants consisted of the principal and teachers directly involved in the implementation of the Merdeka Curriculum. Data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings revealed that teachers adapted to administrative changes through self-learning, discussions with colleagues, and guidance from school supervisors. The main challenge faced by teachers was not classroom instruction but the increasing administrative workload, including the preparation of teaching modules, child development assessments, portfolios, and narrative reports. Support from the principal, teamwork, and the use of supplementary learning materials helped teachers manage these administrative demands. Therefore, the successful implementation of the Merdeka Curriculum at TK Budi Mulia is influenced by teachers’ adaptability and support from the school environment
Implementasi Muatan Lokal (Mulok) pada Pembelajaran Terpadu Tematik di TK Pembina Negeri III Andya Rahmadanti Saputri; Naila Naila; Anisa Sriwahyuni; Winda Sherly Utami; Annisha Erdaliameta
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1177

Abstract

This study aimed to describe the implementation of integrated thematic learning based on local content at TK Negeri Pembina III Jambi City. The focus of the study included learning planning, implementation, evaluation, challenges, and the impact of local content-based learning on children's development. The study employed a descriptive qualitative method. Data were collected through observation, interviews, and documentation involving the principal and teachers as research participants. The data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that integrated thematic learning based on local content had been incorporated into learning themes through the introduction of local foods, Jambi batik, and traditional games. The learning process was carried out through activities that actively engaged children, creating meaningful and concrete learning experiences. Learning evaluation was conducted using observation, anecdotal records, developmental checklists, and portfolios. Several challenges were identified, including limited local culture-based learning media, restricted utilization of the surrounding environment as a learning resource, and the influence of technological developments on children's interest in local culture. The implementation of integrated thematic learning based on local content had positive impacts on children's activeness, creativity, social skills, and cultural understanding. Therefore, the development of local content-based learning should be continuously enhanced through the provision of adequate learning resources and the strengthening of teachers' competencies in integrating local culture into learning activities
Co-Authors Andya Rahmadanti Saputri Annisha Erdaliameta Divla Aulia Laila Fitriana Naila Naila Nayra Alika Putri Rahma Nur Halimah Reni Zabilah Sri Indriani Harianja Tri Yolandya Br. Ginting Winda Sherly Utami