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All Journal AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI
Aliyatuz Zulfa, Nadia
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Education Languange, Linguistic, Communication & Media Other

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Model Pendekatan Taman Indria Ki Hadjar Dewantara dan Implementasinya dalam Pendidikan Anak Usia Dini Sari, Nurita; Hibana, Hibana; Aliyatuz Zulfa, Nadia
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 2 (2024): Desember
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v5i2.837

Abstract

Pendidikan anak usia dini merupakan fase kritis dalam pembentukan pengembangan anak. Salah satu individu yang sangat berperan dalam pengembangan pendidikan ini adalah Ki Hadjar Dewantara, pencetus Taman Siswa yang gigih memperjuangkan akses pendidikan bagi semua anak, termasuk dari kalangan pribumi. Konstribusi beliau telah membawa perubahan besar dalam tata cara pendidikan di Indonesia.  Dalam konteks pendidikan anak usia dini, pendekatan Taman Indria menjadi fokus utama. Implementasi pendekatan Taman Indria menawarkan metode pembelajaran menarik dan menyenangkan bagi anak-anak.  Tujuan dari penelitian ini adalah untuk mengetahui model pendekatan Taman Indria Ki Hadjar Dewantara dan  implementasinya dalam pendidikan anak usia dini. Penelitian ini menggunakan metode penelitian kualitatif dengan  kajian kepustakaan (Library Research), pengumpulan data yang dilakukan dengan cara meninjau dan menganalisis berbagai sumber pustaka yang sudah dipublikasikan, termasuk buku dan artikel ilmiah. Hasil penelitian ini menunjukkan bahwa Pendekatan Taman Indria Ki Hajar Dewantara menekankan pentingnya pembelajaran berbasis alam, pengembangan keterampilan holistik, pendidikan karakter, dan integrasi lintas mata pelajaran. Dengan memanfaatkan alam sebagai sumber pembelajaran, anak-anak dapat memperoleh pemahaman mendalam tentang lingkungan mereka. Model ini memberikan inspirasi bagi pendidikan anak usia dini dengan fokus pada pengembangan karakter, integrasi kurikulum, dan pengalaman belajar yang berarti di alam terbuka.
Learning method innovation: Integrating projects for holistic development of early childhood. Aliyatuz Zulfa, Nadia; Hibana, Hibana; Sari, Nurita
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 7 No. 2 (2024): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v7i2.24780

Abstract

Background : Innovative learning methods are essential in early childhood education to support their holistic development, encompassing cognitive, social, emotional, and physical aspects. However, the implementation of monotonous learning methods often reduces children's interest in learning. The Project-Based Learning (PjBL) model offers a relevant approach to enhancing children's creativity and collaborative skills.Aim.:This study aims to analyze the implementation of PjBL in improving the creativity and collaboration skills of early childhood learners and to provide practical guidance for educators.Methode:This study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation.Result : The findings reveal that the implementation of PjBL through thematic, partial, and occasional approaches is effective in enhancing children's engagement in the learning process. Children demonstrated improved creativity, independence, and collaboration skills. Teachers also played a significant role as facilitators throughout the project implementation process.Conclusion.: This research provides a new contribution by exploring the implementation of PjBL in a local context, specifically in early childhood education in Indonesia. It bridges the gap between theory and practice, which has previously focused more on general applications without emphasizing children's creativity and collaboration. These findings support the development of the Merdeka Curriculum by prioritizing active, collaborative, and contextual learning relevant to the developmental needs of early childhood learners. Thus, PjBL proves to be a relevant learning model, encouraging active exploration, mastery of 21st-century skills, and meaningful learning experiences, while simultaneously serving as a solution to improve the quality of learning aligned with children's developmental needs.
Co-Authors Hibana Hibana, Hibana Sari, Nurita