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Implementasi Kurikulum Merdeka Belajar dalam Pembelajaran Sains di Taman Kanak-Kanak B Sains Al-Biruni Kota Bandung Amani Mumtaz; Dedih Surana; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 1-8
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i1.18124

Abstract. This study aims to examine the implementation of the Merdeka Belajar Curriculum in science learning at Al-Biruni Science Kindergarten B in Bandung City. The Merdeka Curriculum is designed to provide educators with flexibility in creating child-centered learning, supporting independence, and developing children's potential according to their developmental stages. This research focuses on exploring how kindergarten teachers apply the principles of the Merdeka Curriculum in science learning, the challenges they face, and the impact on children's learning processes. A qualitative descriptive research approach was employed, using data collection techniques such as observation, interviews, and documentation. The subjects of the study were teachers and students in Kindergarten B who have implemented the Merdeka Belajar Curriculum. The findings reveal that the implementation of this curriculum promotes project-based learning involving exploration and play activities. Teachers act as facilitators, guiding and directing children in the learning process, with the children themselves as the central focus. Challenges encountered include limited facilities and a lack of teacher understanding regarding the application of the Merdeka Curriculum. Despite these challenges, science learning based on the Merdeka Belajar Curriculum is considered effective in enhancing children's curiosity, critical thinking skills, and social abilities. This study recommends improving teacher training and providing supporting facilities to optimize the implementation of the Merdeka Belajar Curriculum. Abstrak. Penelitian ini bertujuan untuk mengkaji implementasi Kurikulum Merdeka Belajar dalam pembelajaran sains di Taman Kanak-Kanak B Sains Al-Biruni Kota Bandung. Kurikulum Merdeka dirancang untuk memberikan fleksibilitas kepada pendidik dalam menyusun pembelajaran yang berpusat pada anak, mendukung kemandirian, dan mengembangkan potensi anak sesuai tahap perkembangannya. Fokus penelitian ini adalah mengeksplorasi bagaimana guru TK menerapkan prinsip-prinsip Kurikulum Merdeka dalam pembelajaran sains, tantangan yang dihadapi, serta dampak yang dihasilkan terhadap proses belajar anak. Penelitian ini menggunakan pendekatan penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Subjek penelitian adalah guru dan siswa di TK B yang telah menerapkan Kurikulum Merdeka Belajar. Hasil penelitian menunjukkan bahwa penerapan kurikulum ini mendorong pembelajaran berbasis proyek yang melibatkan eksplorasi dan aktivitas bermain. Guru berperan sebagai center yang menjadi anak pusat dalam membimbing serta mengarahkan anak dalam proses pembelajaran. Kendala yang dihadapi meliputi keterbatasan fasilitas dan kurangnya pemahaman guru tentang penerapan kurikulum merdeka. Meskipun demikian, pembelajaran sains berbasis Kurikulum Merdeka Belajar dinilai efektif dalam meningkatkan rasa ingin tahu, keterampilan berpikir kritis, dan kemampuan sosial anak. Penelitian ini merekomendasikan peningkatan pelatihan guru dan pengadaan fasilitas pendukung untuk menunjang implementasi Kurikulum Merdeka Belajar yang optimal.

Implementasi Program Creative and Fun Learning pada Anak Usia 4-5 tahun Sarah Achyari Fauzia; Huriah Rachmah; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 87-96
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.20937

Abstract. This Research purpose is to analize the implementation Creative and Fun Learning program for children. at an early age, children are at rapid developmental stage, both from cognitive, motoric, social and emotional aspects. However in practice, many early childhood education institutions still using conventional learning approaches which tend to be monotonous and less interesting. This research used a qualitative approach with a study case research method. The data collection technique were carried out through observation, interviews and documentation. The source of the data are from the principal and the teacher. Research results show that the implementation of the Creative and Fun Learning Program carried out in three phase: 1) Preparation and planning programs which include the preparation of annual, semester, weekly and daily learning program plans; 2) Implementation of Creative and Fun Learning programs consisting of classical and individual learning with various activities such as storytelling, games, science experiment, field trip; 3) Program assessment is carried out continously to measure the optimal development of early childhood. Creative and Fun Learning program have proven effective attracting childrens interest in learning new things and making them confident Abstrak. Penelitian ini bertujuan untuk menganalisis implementasi program Creative and Fun Learning untuk perkembangan anak usia dini. Pada masa usia dini, anak berada dalam tahap perkembangan yang sangat pesat, baik dari aspek kognitif, motorik, sosial, maupun emosional. Namun, dalam praktiknya, banyak lembaga pendidikan anak usia dini yang masih menerapkan pendekatan pembelajaran konvensional yang cenderung monoton dan kurang menarik. Penelitian yang digunakan adalah pendekatan kualitatif dengan metode penelitian studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Sumber data penelitian melalui kepala sekolah dan wali kelas. Hasil penelitian menunjukan bahwa implementasi program Creative and Fun Learning dilaksanakan melalui tiga tahapan yaitu: 1) persiapan dan perencanaan program yang meliputi penyusunan rencana pembelajaran tahunan, semester, mingguan dan harian; 2) pelaksanaan program Creative and Fun Learning yang terdiri dari pembelajaran klasikal dan individual dengan berbagai macam kegiatan seperti story telling, games, sains experiment, field trip.; 3) Penilaian program yang dilakukan secara berkelanjutan untuk mengukur perkembangan anak usia dini secara optimal. Program Creative and Fun Learning terbukti efektif dalam menarik minat anak untuk belajar hal baru dan anak merasa percaya diri.

Dampak Pola Asuh Ibu Bekerja dan Tidak Bekerja terhadap Perkembangan Kesadaran Kintan Annisa Anindita; Arif Hakim; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 121-126
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.21071

Abstract. This thesis, entitled “The Impact of Parenting Styles of Working and Non-Working Mothers on the Self-Awareness Development of 5–6 Year Old Children at Mutya Agni Kindergarten, Bandung Regency”, aims to describe children’s self-awareness development, analyze the role of parenting styles of working and non-working mothers, and compare the differences that arise. The study used a descriptive qualitative method with observations and interviews involving teachers and mothers of 5–6 year old children. The findings revealed that children showed good self-awareness development, including the ability to recognize emotions, demonstrate self-confidence, and follow social rules. Working mothers tended to foster independence, while non-working mothers provided greater emotional closeness. The study concludes that the quality of parenting plays a more significant role in children’s self-awareness development than mothers’ employment status. Abstrak. Skripsi ini berjudul “Dampak Pola Asuh Ibu Bekerja dan Tidak Bekerja terhadap Perkembangan Kesadaran Diri Anak Usia 5–6 Tahun di TK Mutya Agni Kabupaten Bandung”. Penelitian ini bertujuan mendeskripsikan perkembangan kesadaran diri anak, menganalisis peran pola asuh ibu bekerja dan tidak bekerja, serta membandingkan perbedaan yang muncul. Metode penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi dan wawancara terhadap guru dan ibu anak usia 5–6 tahun. Hasil penelitian menunjukkan bahwa anak-anak memiliki perkembangan kesadaran diri yang baik, meliputi kemampuan mengenali emosi, percaya diri, dan memahami aturan sosial. Ibu bekerja cenderung menumbuhkan kemandirian, sedangkan ibu tidak bekerja memberikan kedekatan emosional yang lebih intens. Penelitian ini menyimpulkan bahwa kualitas pola asuh lebih berpengaruh terhadap kesadaran diri anak dibandingkan status pekerjaan ibu.

Peran Ayah dalam Pengasuhan terhadap Perkembangan Emosi Anak Usia Dini 3-6 tahun Faiza Kamila Putri; Eko Surbiantoro; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 173-178
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.21482

Abstract. This study aims to analyze the role of fathers in parenting and its impact on the emotional development of early childhood. The background highlights the often-overlooked importance of father involvement in parenting, despite its significant influence on children's emotional growth. Traditionally viewed merely as breadwinners, fathers are now expected to take on more holistic roles within the family. This research uses a qualitative approach with a case study method, involving four fathers and two mothers from RT 05 RW 08 Situgunting Timur, Bandung City. Data collection techniques include in-depth interviews, observation, and documentation. The findings reveal that fathers act as companions, emotional supporters, role models, and communicators. Their involvement is shown through daily activities such as playing, taking children to school, and listening to their stories. Several factors influence the father’s role, including job background, availability of time, inherited parenting patterns, and support from spouses. The study concludes that active father involvement has a positive impact on children’s emotional development, leading to greater self-confidence, better emotional regulation, and healthy social relationships. This research emphasizes the need to strengthen the father’s active role in parenting as a foundation for optimal emotional development in children. Abstrak. Penelitian ini bertujuan untuk menganalisis peran ayah dalam pengasuhan terhadap perkembangan emosi anak usia dini. Latar belakangnya adalah kurangnya perhatian terhadap keterlibatan ayah dalam pengasuhan, padahal ayah memiliki peran penting dalam mendukung perkembangan emosional anak. Secara tradisional, ayah sering hanya diposisikan sebagai pencari nafkah, namun kini dituntut untuk berperan lebih aktif dan holistik dalam keluarga. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, melibatkan empat ayah dan dua ibu di RT 05 RW 08 Situgunting Timur, Kota Bandung. Teknik pengumpulan data meliputi wawancara mendalam, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa ayah berperan sebagai pendamping, pemberi perhatian emosional, panutan, dan komunikator dalam keluarga. Keterlibatan ayah tampak dalam aktivitas sehari-hari seperti bermain bersama, mengantar jemput anak, dan mendengarkan cerita anak. Faktor yang memengaruhi peran ayah meliputi pekerjaan, waktu luang, pola asuh keluarga, dan dukungan pasangan. Disimpulkan bahwa ayah yang aktif dalam pengasuhan berkontribusi positif terhadap perkembangan emosi anak, seperti rasa percaya diri, kemampuan regulasi emosi, dan relasi sosial yang sehat. Penelitian ini menegaskan pentingnya peran aktif ayah dalam membentuk fondasi emosional anak.

Pengaruh Brain Breaks Activity terhadap Attitude towards Physical Activity Scale (APAS) pada Anak Usia 5-6 Tahun Salma Hanifa; Erhamwilda; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 179-186
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.21493

Abstract. Early childhood is a critical stage in a child’s development, during which motor skills such as jumping and running must be actively stimulated. These movements are not only essential for physical health but also play a significant role in shaping children’s learning readiness and self-confidence. This study aims to explore the impact of Brain Breaks Activity which is short, video-based physical activities inserted between learning sessions on the attitudes of children aged 5 to 6 toward physical activity. The study used the Attitude Towards Physical Activity Scale (APAS), with indicators adjusted to allow teachers to observe children’s behavior directly. A quantitative approach was employed, using a one-group pretest-posttest design. The research involved 13 children from a kindergarten in Bandung. The findings revealed that Brain Breaks positively influenced children’s attitudes, particularly in the aspects of fun and self-efficacy. Children were more enthusiastic and confident when engaging in physical activities after the intervention. Although not all aspects demonstrated statistically significant results, the overall trend suggests that Brain Breaks offer a promising and enjoyable approach to encouraging positive attitudes toward physical activity in early childhood settings. The simplicity of the method, combined with its engaging nature, makes it a viable option for integration into daily classroom routines. Its effectiveness is likely to be enhanced if implemented regularly and aligned with ongoing learning themes. Abstrak. Masa usia dini merupakan periode penting dalam tumbuh kembang anak. Pada masa ini, kemampuan gerak seperti melompat dan berlari perlu distimulasi, tidak hanya untuk menjaga kesehatan fisik, tetapi juga karena berdampak pada kesiapan belajar dan rasa percaya diri anak. Penelitian ini bertujuan untuk mengetahui pengaruh Brain Breaks Activity yakni aktivitas fisik singkat berbasis video yang disisipkan di sela kegiatan belajar terhadap sikap anak usia 5–6 tahun terhadap aktivitas fisik. Pengukuran dilakukan menggunakan instrumen APAS (Attitude Towards Physical Activity Scale), yang indikatornya telah disesuaikan agar dapat diamati langsung melalui perilaku anak oleh guru. Penelitian ini menggunakan pendekatan kuantitatif dengan desain satu kelompok yang diukur sebelum dan sesudah intervensi (One Group Pretest-Posttest). Subjek penelitian adalah 13 anak kelompok B di sebuah taman kanak-kanak di Kota Bandung. Hasil penelitian menunjukkan bahwa Brain Breaks memberikan dampak positif, terutama pada aspek rasa senang (Fun) dan kepercayaan diri anak (Self-Efficacy) saat melakukan aktivitas fisik. Meskipun belum seluruh aspek menunjukkan hasil yang signifikan secara statistik, temuan ini mengindikasikan bahwa Brain Breaks berpotensi menjadi alternatif sederhana dan menyenangkan dalam membentuk sikap positif anak terhadap aktivitas fisik. Efektivitas metode ini diperkirakan akan lebih optimal jika diterapkan secara rutin dan terintegrasi dengan tema pembelajaran di kelas.

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