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All Journal Asian Journal of Applied Education Journal of Mandalika Literature Jurnal Ilmu Pendidikan dan Bahasa
Misrahayu, Yuni
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Pengembangan Kurikulum PAUD Usia 3 Bulan sampai 24 Bulan Berbasis Karakter Misrahayu, Yuni; Reliubun, Idris Firmansyah; Ishayun, Gemala Raudah
Journal of Mandalika Literature Vol. 5 No. 4 (2024)
Publisher : Institut Penelitian dan Pengembangan Mandalika (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jml.v5i4.3835

Abstract

Penelitian ini bertujuan untuk mengembangkan kurikulum Pendidikan Anak Usia Dini (PAUD) berbasis karakter yang diterapkan pada anak usia 3 hingga 24 bulan. Kurikulum ini dirancang untuk mendukung perkembangan sosial, emosional, dan moral anak sejak dini. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif melalui studi literatur (library research) dan observasi lapangan. Studi literatur dilakukan dengan menganalisis berbagai referensi terkait teori perkembangan anak usia dini dan pendekatan pembelajaran berbasis karakter. Observasi dilakukan di beberapa lembaga PAUD untuk memahami implementasi kurikulum saat ini dan kebutuhan perkembangan karakter pada anak-anak dalam rentang usia tersebut. Hasil penelitian menunjukkan bahwa kurikulum berbasis karakter ini mampu meningkatkan kemandirian, empati, rasa ingin tahu, dan kemampuan kerjasama pada anak. Pada kelompok usia 3-6 bulan, perkembangan lebih terlihat pada respons sensorik, sementara pada usia 12-24 bulan, peningkatan karakter terlihat pada kemampuan berinteraksi sosial dan penyelesaian konflik. Kurikulum ini juga mendapat respons positif dari guru dan orang tua, yang mencatat perubahan perilaku anak setelah penerapan. Meskipun ada beberapa kendala, seperti ketidaksesuaian antara lingkungan rumah dan sekolah, penelitian ini memberikan kontribusi signifikan bagi pengembangan kurikulum PAUD berbasis karakter di Indonesia. Hasil temuan ini diharapkan dapat menjadi acuan dalam penyusunan kebijakan pendidikan karakter yang lebih efektif pada anak usia dini.
Project-Based Learning and Its Impact on Critical Thinking Skills in Primary Education Misrahayu, Yuni
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.371

Abstract

Critical thinking is a fundamental skill that must be developed from the primary education level to support students’ problem-solving and decision-making abilities in the 21st century. However, learning practices in primary schools are still predominantly teacher-centered and emphasize memorization, which limits the development of higher-order thinking skills. This study aims to analyze the impact of Project-Based Learning (PjBL) on the critical thinking skills of primary school students. The research employed a qualitative approach using a literature study design. Data were collected from relevant national and international journal articles, academic books, and educational reports accessed through reputable databases. The selected literature was analyzed using qualitative content analysis to identify key patterns and themes related to the implementation of PjBL and its influence on students’ critical thinking skills. The findings indicate that Project-Based Learning has a positive impact on students’ critical thinking by engaging them in authentic problem-solving activities, inquiry-based learning, collaboration, and reflective processes. PjBL encourages students to analyze information, evaluate solutions, and connect learning content with real-life contexts. Overall, the study concludes that Project-Based Learning is an effective instructional approach for fostering critical thinking skills in primary education when supported by proper instructional design and teacher facilitation.
Reframing Kindergarten Teacher Professionalism in Nurturing Deep Learning Experiences during Early Primary Education Misrahayu, Yuni; Lasmawan, I Wayan; Parmiti, Desak Putu; Tika, I Nyoman
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.16039

Abstract

This study examines the professionalism of kindergarten teachers in fostering deep learning experiences in early elementary school education. As the demands of developing high-level thinking skills and social-emotional competencies increase, early childhood teachers are required to carry out professional roles that are reflective, adaptive, and based on strong pedagogy. This research aims to reframe the professionalism of kindergarten teachers by examining the contribution of professional knowledge, pedagogical beliefs, and learning practices in supporting deep learning. The research uses a qualitative approach with multiple case study designs. Data was collected through classroom observation, semi-structured interviews, and analysis of learning documents, then analyzed thematically. The results of the study show that teachers with high professional flexibility, curriculum adaptability, and child-oriented pedagogical competence are more effective in creating a learning environment that encourages deep learning. Teacher professionalism is not only determined by formal qualifications, but also by the ability to integrate understanding of child development, responsive learning strategies, and designing meaningful learning. This study emphasizes the importance of strengthening cross-cultural competencies and reflective pedagogy in teacher education and early childhood education policies.
Co-Authors Desak Putu Parmiti Dr. I Nyoman Tika,M.Si . I Wayan Lasmawan Ishayun, Gemala Raudah Reliubun, Idris Firmansyah