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All Journal As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar Al Athfal: Jurnal Kajian Perkembangan Anak dan Manajemen Pendidikan Usia Dini Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Septiani, Gunik
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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IMPLEMENTASI SUPERVISI PENDIDIKAN DI SD NEGERI KASONGAN BANTUL Septiani, Gunik
As-Sibyan Vol 1 No 2 (2018): Vol 1 No 2 (2018)
Publisher : STAINU Purworejo

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Abstract

This research is motivated by the fact that education staff must have enough equipment to be able to understand the goals of education, curriculum, operational instructional objectives, supervision, and help solve problems related to education. In this case, the principal must have sufficient equipment as above, so that the school being led has progress. Kasongan elementary school is one of the basic education institutions that has implemented a supervision program. In this study the focus af the study was planning, implementing, and evaluating educational supervision of the development of education in the kasongan public elementary school. This research is descriptive qualitative researc, data collection method through observation, interview and documentary methods. While the data analysis in this study uses the theory of Miles and Haberman whit the stages of data reduction, data display and conclusion drawing/ferification. The results of this study indicated that: educational supervision activities in Kasongan elementary school include planning, implementation, and avaluation. The planning activities, the principal plans a supervision program, schedule, and supervision. The implementation program, the principal controls learning in each class. The evaluation activities, in the final semester/final school year the principal gives the competency report cards owned according to the expertise of each teacher to improve competencies that are lacking and maintain good sompetencies.
Manajemen Kurikulum dan Pembelajarannya di TK ABA Gendingan, Kalasan (Aliran Muhammadiyah) Septiani, Gunik
Al Athfal : Jurnal Kajian Perkembangan Anak dan Manajemen Pendidikan Usia Dini Vol 1 No 1 (2018): Al-Athfal, Vol. I, No. 1, Januari-Juni, 2018
Publisher : STAINU Purworejo

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Abstract

Tujuan adanya kurikulum dan pembelajaran di TK yaitu membantu anak untuk mencapai tahap-tahap perkembangannya, sehingga perlu direncanakan agar tujuan dapat tercapai secara efektif dan efisien. Pemerintah telah membuat standar pendidikan anak usia dini yang dituangkan dalam Permendiknas No.58 tahun 2009 termasuk di dalamnya standar tingkat pencapaian perkembangan anak usia 0-6 tahun. Lembaga PAUD (TK) diberikan kebebasan untuk membuat program pembelajarannya sendiri yang mengacu pada Permendiknas nomor 58 tahun 2009. Setiap lembaga pendidikan mayoritas memiliki kewenangan dalam manajemen kurikulum dan pembelajarannya, salah satunya di TK ABA Gendingan, Kalasan. Pendidikan Islam di TK ABA Gendingan tentunya mengandung unsur muhammadiyah dalam setiap pembelajarannya.Penelitian ini menekankan pada penelitian lapangan. Data yang diperoleh dari pengamatan dan analisis dari lokasi penelitian, guna melihat bagaimana penerapan manajemen kurikulum di sekolah tersebut. Adapun subjek penelitiannya adalah kepala TK ABA Gendingan, Ibu Sadam, dan guru kelas TK A dan B ada 3 orang. Dan objek penelitiannya adalah manajemen kurikulum dan pembelajarannya. Dalam pelaksanaan kegiatan belajar mengajar di TK ABA Gendingan menggunakan kurikulum 2010 khusus TK ABA yang terintegrasi pendidikan agama Islam, ke muhammadiyahan dan ke’aisyiyahan. Pada pendidikan Taman Kanak-Kanak, kurikulum disebut dengan istilah Program Kegiatan Belajar (PKB). Program kegiatan belajar di TK ABA Gendingan meliputi dua program, yaitu program kurikuler dan program ekstrakurikuler. Pelaksanaan manajemen kurikulum di TK ABA Gendingan adalah sebagai berikut: Pertama, perencanaan pembelajaran, terdiri atas: (1) pengembangan kurikulum, pengembangan harus perhatikan tujuan dari pendidikan Taman Kanak-kanak, Kurikulum TK 2010; (2) penyusunan program pembelajaran, terdiri atas penyusunan program semester, program kegiatan mingguan, dan program kegiatan harian. Kedua, pelaksanaan pembelajaran, terdiri atas: (1) kegiatan belajar mengajar, terdiri atas; kegiatan pembukaan, kegiatan inti dan kegiatan penutup; (2) pijakan dalam sentra merupakan aturan, yaitu: pijakan lingkungan, pijakan sebelum main, pijakan saat main dan pijakan setelah main; (3) puncak tema, dilaksanakan setiap sub tema selesai disampaikan dan melibatkan orangtua untuk memberikan dukungan. Ketiga, pemantauan program pembelajaran, terdiri atas: (1) pelaksanaan observasi, dilaksanakan secara berkala dan terjadwal; (2) tindak lanjut hasil observasi yang bersifat individual dan kelompok; dan (3) evaluasi hasil belajar anak didik merupakan penilaian hasil belajar anak didik dilakukan oleh guru.Sedangkan materi dalam kurikulum di TK ABA Gendingan adalah pengenalan dasar-dasar komunikasi, bahasa Indonesia, bahasa Inggris, bahasa arab dan bahasa Jawa. Pengajaran membaca dan berhitung. Pengajaran hafalan juz amma, doa sehari-hari, hadis dan ayat-ayat pilihan, pengenalan lingkungan (PLL. Rihlah, tadabur alam, Outbound dan fiel trip kids). Kunjungan tokoh-tokoh, taman makam pahlawan, dan panti asuhan. Pengajaran menyanyi, menggambar, mewarnai gambar, melipat, mencocok, menempel, menganyam, bercocok tanam, fisik motorik, dan lain-lain. Serta membangun sikap kemandirian dengan mengombinasikan permainan tradisional dan permainan modern. Adapun program kegiatan tahunan di TK ABA Gendingan dilaksanakan dengan kegiatan yang bervariasi yang meliputi: Kunjungan luar, partisipasi orang tua, pemeriksaan kesehatan, sumbangan sosial, dan tabungan, aneka lomba, pameran karya, dan panggung seni atau pentas anak. Kegiatan-kegiatan tersebut ditentukan oleh guru
IMPLEMENTASI METODE PEMBELAJARAN AFEKTIF DALAM PEMBENTUKAN SIKAP MULTIKULTURAL SISWA DI MIN 3 WAY KANAN Septiani, Gunik; Umi, Muflikhah
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 3 No. 2 (2024): September 2024
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v3i2.3534

Abstract

This research is qualitative research because it is aimed at finding out in-depth information regarding the implementation of multicultural education at MIN 3 Way Kanan, especially regarding learning methods in multicultural education to form students' multicultural attitudes. Affective learning methods in multicultural education at MIN 3 Way Kanan can be classified into two types. First, the learning methods that take place during the learning process in the classroom. Second, learning methods that take place outside of classroom learning. The learning methods that take place during classroom learning are usually related to the subject matter being taught, such as learning design by playing roles in drama, group learning systems, and also learning systems through presentations. Apart from learning methods that are directly related to the subject matter, there are also programs at MIN 3 Way Kanan that can be used as a means of instilling multicultural values ??in students. These programs include opening classes, a class mixing system, and a rolling system or rotation of student seats. Meanwhile, multicultural learning methods that take place outside of classroom learning are usually through certain events held at MIN 3 Way Kanan. These events include Kartini Day, commemoration of Islamic holidays, which showcase the culture of each region. The implementation of affective learning methods plays a role in the internalization of multicultural values. Through the affective learning method used, students' multicultural attitudes can be formed, such as attitudes of tolerance and respect, anti-bullying attitudes, and the ability to adapt to new environments. This of course cannot be separated from the role of teachers who play a role in providing direction, guidance, role models and building awareness of the importance of tolerance and respect for students. With the existence of affective learning methods which tend to predominantly involve students actively, it can make it easier to instill multicultural values ??in students.
Co-Authors Umi, Muflikhah