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All Journal Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini
Hanita Hanita
PG PAUD/ FKIP/Universitas Widya Gama Mahakam Samarinda, Indonesia
Education Environmental Science Social Sciences

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Kesenjangan antara Kompetensi Pedagogik dan Praktik Implementasi Kurikulum 2025 pada Guru PAUD: Studi Kasus di Muara Kaman Ria Rodiyah; Hanita Hanita; Yuni Ika Pratiwi; Rizqi Syafrina
Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 11 No. 2 (2026): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jw.v11i2.2485

Abstract

The implementation of the 2025 Curriculum in Early Childhood Education (PAUD) requires teachers to translate child-centered learning, play-based learning, and authentic assessment principles into classroom practice. This study aimed to analyze teachers’ pedagogical competence in implementing the 2025 Curriculum and identify gaps between conceptual understanding and actual practice in PAUD institutions in Muara Kaman District, Kutai Kartanegara Regency. A qualitative case study design was employed. Participants were 10 teachers from five PAUD institutions selected purposively. Data were collected through observation, semi-structured interviews, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicate that teachers generally understood the principles of child-centered learning, play-based learning, and authentic assessment and had incorporated these principles into classroom activities. However, gaps remained in translating conceptual understanding into documented lesson planning, systematic assessment recording and use, and the use of learning technology. Document analysis showed that three of the ten teachers had not prepared written learning plans although they understood the procedures. Professional collaboration through planning meetings and teacher discussions was found to support teachers in addressing implementation challenges. These findings indicate that strengthening curriculum implementation requires practice-oriented mentoring in addition to strengthening teachers’ conceptual understanding.
Co-Authors Ria Rodiyah Rizqi Syafrina Yuni Ika Pratiwi