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All Journal Gender Equality: Internasional Journal of Child and Gender Studies GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI INSANIA : Jurnal Pemikiran Alternatif Kependidikan
Dewi, Utami Kumala
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Education Social Sciences

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Komparasi Perangkat Pembelajaran Kurikulum (2013 dan Merdeka) pada Anak Usia Dini Dewi, Utami Kumala; Triatna, David; Sukiman, Sukiman
Golden Age: Jurnal Pendidikan Anak Usia Dini Vol 8, No 1 (2024): Golden Age : Jurnal Pendidikan Anak Usia Dini
Publisher : Pusat Penerbitan Universitas (P2U) Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/ga:jpaud.v8i1.13223

Abstract

Peneliti tertarik mengetahui serta mendalami komparasi perangkat pembelajaran Kurikulum 2013 dan Kurikulum Merdeka. Penelitian ini menggunakan metode studi pustaka. Berdasarkan hasil penelitian menyatakan bahwa, kurikulum 2013 lebih terfokus pada “STPPA (Standar Tingkat Pencapaian Perkembangan Anak), KI (Kompetensi Inti), KD (Kompetensi Dasar), Prota (Program Tahunan), Prosem (Program Semester), dan RPPM (Rencana Pelaksanaan Pembelajaran Mingguan), serta RPPH (Rencana Pelaksanaan Pembelajaran Harian)”. Sementara Kurikulum Merdeka berisi muatan “elemen CP (Capaian Pembelajaran), merumuskan tujuan pembelajaran, menyusun alur tujuan pembelajaran, merancang pembelajaran (Rencana Pelaksanaan Pembelajaran/RPP dan modul ajar), dan P5 PPRA (Projek Penguatan Profil Pelajar Pancasila dan Profil Pelajar Rahmatan Lil Alamin”.
Pemanfaatan Literasi Sebagai Media Pembelajaran Kemampuan Membaca Permulaan Anak Usia Dini Dewi, Utami Kumala; Hibana
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.12599

Abstract

Supporting the optimization of early literacy is crucial for developing language skills. Reading at an early age is often called early reading. Therefore, this study aims to determine how literacy facilities are used to learn early reading skills, especially for the 5-6-year-old age group. Primary data was collected through observation, interviews, and activity documentation, while secondary data sources were obtained from literature reviews. Data analysis followed Miles and Huberman's, which involves identifying and describing the main problem, categorizing data according to the discussion, presenting and analyzing data descriptively, and drawing conclusions about the main problem. The researcher used a qualitative research method with a descriptive approach. The research subjects were group B of TK Islam Terpadu Salsabila 5 Purworejo, totaling 25 students, one classroom teacher, and the principal. The results of this study indicate that the TK Islam Terpadu Salsabila 5 Purworejo institution introduces early reading through (1) Literacy corner and pre-reading routines; (2) Natural materials/loose part methods; (3) Electronic media (laptops) and storytelling method; (4) Tracing, sticking, and imitating words. These learning media are expected to facilitate students' learning and help them recognize early reading. The facilities provided are excellent and helpful, and it is hoped that in the future, electronic media (laptops) will be presented via an LCD screen to accommodate all students.
Teacher's intervention in providing understanding of association limits to girls (Cases in children who have stepfathers) Kamil, Nurhusni; Zahrah, Faiqatuz; Dewi, Utami Kumala
INTERNATIONAL JOURNAL OF CHILD AND GENDER STUDIES Vol 9, No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/equality.v9i2.19445

Abstract

Self-protection of children needs to be introduced from an early age in order to prevent unwanted things from happening. Thus it needs adult intervention in this case. The adults in question are teachers when they are at school and parents when they are at home. One form of protection and understanding of concepts that teachers need to introduce is boundaries in association. Association is not only limited to friendships that occur between boys and girls but also interactions that exist between children who have stepfathers. The stepfather as a foreign individual around the child because he does not have direct blood ties therefore they should not interact too intensely with the child. But that doesn't stop the stepfather from being close to his stepdaughter either. This study discusses the teacher's intervention in providing an understanding of the limits of association in girls with their stepfather. The type of research used is qualitative with a case study approach. Data collection techniques used in-depth interview techniques and unstructured questions which were carried out together with teachers at the school. The sample in this study was 1, 5-year-old girl with the initials FA. The results of the research show that there are several efforts by teachers to provide an understanding to children about the boundaries of interacting with stepfathers, namely introducing the concept of stepfathers first to children, then the teacher invites children to have direct interactions in class such ass telling stories which are then interspersed with several questions.
Co-Authors Hibana Kamil, Nurhusni Sukiman Sukiman Triatna, David Zahrah, Faiqatuz