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All Journal Journal of Early Childhood Education (JECE) Jurnal Multidisipliner Kapalamada
Adelia, Masayu
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Social Sciences Other

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PENDIDIK DAN TENAGA KEPENDIDIKAN Adelia, Masayu; Wulandari, Retno
Jurnal Multidisipliner Kapalamada Vol. 2 No. 02 (2023): JURNAL MULTIDISIPLINER KAPALAMADA
Publisher : Pusat Studi Ekonomi, Publikasi Ilmiah dan Pengembangan SDM Azramedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62668/kapalamada.v2i02.431

Abstract

Proses pendidikan anak usia dini tidak terlepas dari peran pendidik dan tenaga kependidikan yang melakukan proses pembelajaran untuk meningkatkan perkembangan anak. Maka dari itu, pendidik dan tenaga kependidikan menentukan mutu pendidikan untuk anak sehinga diperlukan pendidik dan tenaga kependidikan yang berkompeten. Artikel ini bertujuan agar lembaga PAUD yang akan melakukan penerimaan pendidik dan tenaga kependidikan yang baru haruslah memenuhi standar yang ditentukan agar pembelajaran dapat berjalan dengan baik sesuai dengan indicator perkembangan anak. Metode yang digunakan yaitu kualitatif jenis studi literatur dengan mengumpulan data dari berbagai sumber seberti buku,jurnal, karya ilmiah dan sumber lainnya yang berhubungan dengan topik pembahasan. Hasil yang diperoleh bahwa pendidik maupun tenaga kependidikan memiliki kualifikasi akademik dan kompetensi tersendiri. Pendidik terdiri atas Guru PAUD minimal Diploma empat (D-IV) atau sarjana (S1), Guru pendamping minimal Diploma dua (D-II), dan guru pendamping muda minimal lulusan sekolah menengah atas (SMA) yang mencakup kompetensi pedagogik, kepribadian, sosial dan profesional. Sedangkan tenaga kependidikan terdiri atas pengawas/pemiliki satuan PAUD minimal Diploma empat (D-IV) atau sarjana (S1), Kepala satuan PAUD seperti guru PAUD untuk formal dan guru pendamping untuk non-formal serta Tenaga Administrasi minimal lulusan Sekolah Menengah Atas (SMA) yang mencakup kompetensi kepribadian, kompeteni sosial, kompetensi supervisi manajerial, kompetensi penelitian dan pengembangan, kompetensi supervisi akademik dan kompetensi evaluasi pendidikan.
Parental Perceptions of Early Childhood Education in Muara Pinang Village, Empat Lawang Regency Adelia, Masayu; Handayani, Tutut; Fahmi, Fahmi; Murtopo, Ali
Journal of Early Childhood Education (JECE) Vol 6, No 2 (2024)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v6i2.40941

Abstract

The education that children will get is inseparable from the perceptions of parents who send or do not send their children to school and every perception conveyed by parents is influenced by several factors. Therefore, this study aims to find out how the perceptions held by parents regarding early childhood education and find out the reasons behind the perceptions conveyed. The research method used is a type of qualitative research, while the data collection techniques used are observation, interviews, and documentation. The results show that parents have similarities and differences in conveying perceptions of early childhood education, namely: Parents who send their children to school said that Early Childhood Education is very important because they can gain basic knowledge, making it easier for children to enter primary school. Meanwhile, parents who do not send their children to school say Early Childhood Education is important and quite important, but most of these parents say education can be obtained at home without having to be enrolled in PAUD. The factors underlying parents convey these perceptions in the form of internal and external factors. Internal factors include the parents-children closeness and the reasons for sending and not sending children to school. External factors are environment, educational background, work, and school fees. 
Co-Authors Ali Murtopo Fahmi Fahmi Retno Wulandari Tutut Handayani