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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Pelita PAUD Jurnal Pengabdian Indonesia
Deden Deni Mahendra
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Religion Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Evaluasi Implementasi Kurikulum Merdeka Pada Satuan Pendidikan Anak Usia Dini Non-Formal di Kabupaten Bandung Leni Nurani; Agus Mulyanto; Hidayat; Deden Deni Mahendra; Ujang Tohiodin
Jurnal Pelita PAUD Vol 9 No 2 (2025): Jurnal Pelita PAUD
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/pelitapaud.v9i2.4861

Abstract

Kurikulum Merdeka merupakan bagian dari transformasi pendidikan nasional yang menekankan pembelajaran yang fleksibel, kontekstual, dan berpusat pada anak. Di tingkat Pendidikan Anak Usia Dini (PAUD), implementasi kurikulum ini menghadapi berbagai tantangan, terutama pada satuan pendidikan nonformal yang masih mengalami keterbatasan dalam pemahaman dan penerapan prinsip-prinsip dasarnya. Kondisi ini menjadi alasan penting untuk mengevaluasi sejauh mana Kurikulum Merdeka telah diimplementasikan dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran di Kabupaten Bandung. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui angket tertutup dan terbuka yang disebarkan secara daring menggunakan Google Form. Sebanyak 152 satuan PAUD nonformal dari 31 kecamatan menjadi responden penelitian. Data yang diperoleh dianalisis untuk menilai tingkat keterlaksanaan implementasi kurikulum berdasarkan indikator perencanaan, pelaksanaan, dan evaluasi. Hasilnya menunjukkan bahwa aspek perencanaan berada dalam kategori baik (rata-rata skor 71,39), pelaksanaan dalam kategori cukup (66,15), dan evaluasi juga cukup baik (67,74). Meski begitu, ditemukan bahwa banyak guru masih mengandalkan perangkat ajar lama dan mengalami kesulitan dalam menerapkan metode pembelajaran berbasis proyek dan penilaian autentik. Kesimpulan dari penelitian ini menunjukkan bahwa implementasi Kurikulum Merdeka di PAUD nonformal Kabupaten Bandung belum sepenuhnya optimal. Tantangan utama meliputi keterbatasan pemahaman terhadap filosofi kurikulum, kurangnya pelatihan teknis, serta minimnya dukungan orang tua dan lingkungan. Oleh karena itu, dibutuhkan penguatan kapasitas guru melalui pelatihan berkelanjutan, pendampingan dari dinas pendidikan, serta peningkatan literasi kurikulum agar Kurikulum Merdeka dapat dijalankan secara maksimal di tingkat satuan pendidikan anak usia dini.
Evaluasi Implementasi Kurikulum Merdeka Pada Satuan Pendidikan Anak Usia Dini Non-Formal di Kabupaten Bandung Leni Nurani; Agus Mulyanto; Hidayat; Deden Deni Mahendra; Ujang Tohiodin
Jurnal Pelita PAUD Vol 9 No 2 (2025): Jurnal Pelita PAUD
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/pelitapaud.v9i2.4861

Abstract

Kurikulum Merdeka merupakan bagian dari transformasi pendidikan nasional yang menekankan pembelajaran yang fleksibel, kontekstual, dan berpusat pada anak. Di tingkat Pendidikan Anak Usia Dini (PAUD), implementasi kurikulum ini menghadapi berbagai tantangan, terutama pada satuan pendidikan nonformal yang masih mengalami keterbatasan dalam pemahaman dan penerapan prinsip-prinsip dasarnya. Kondisi ini menjadi alasan penting untuk mengevaluasi sejauh mana Kurikulum Merdeka telah diimplementasikan dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran di Kabupaten Bandung. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui angket tertutup dan terbuka yang disebarkan secara daring menggunakan Google Form. Sebanyak 152 satuan PAUD nonformal dari 31 kecamatan menjadi responden penelitian. Data yang diperoleh dianalisis untuk menilai tingkat keterlaksanaan implementasi kurikulum berdasarkan indikator perencanaan, pelaksanaan, dan evaluasi. Hasilnya menunjukkan bahwa aspek perencanaan berada dalam kategori baik (rata-rata skor 71,39), pelaksanaan dalam kategori cukup (66,15), dan evaluasi juga cukup baik (67,74). Meski begitu, ditemukan bahwa banyak guru masih mengandalkan perangkat ajar lama dan mengalami kesulitan dalam menerapkan metode pembelajaran berbasis proyek dan penilaian autentik. Kesimpulan dari penelitian ini menunjukkan bahwa implementasi Kurikulum Merdeka di PAUD nonformal Kabupaten Bandung belum sepenuhnya optimal. Tantangan utama meliputi keterbatasan pemahaman terhadap filosofi kurikulum, kurangnya pelatihan teknis, serta minimnya dukungan orang tua dan lingkungan. Oleh karena itu, dibutuhkan penguatan kapasitas guru melalui pelatihan berkelanjutan, pendampingan dari dinas pendidikan, serta peningkatan literasi kurikulum agar Kurikulum Merdeka dapat dijalankan secara maksimal di tingkat satuan pendidikan anak usia dini.
Keteladanan Guru sebagai Strategi Penguatan Perkembangan Sosial-Emosional Anak Usia Dini di PAUD Al Barkah Rengasdengklok Deden Deni Mahendra; Yanti Apriani; Latipah; Siti Karmila; Daresih; Yulia Ayu Rahmatul Fitri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39644

Abstract

Social-emotional development in early childhood is an important aspect in shaping children’s behavior and personality that requires attention from an early age. Early childhood education environments play a strategic role in facilitating this development, particularly through teachers’ role modeling in daily interactions. This study aims to describe teacher role modeling as a strategy for strengthening the social-emotional development of early childhood learners at PAUD Al Barkah Rengasdengklok. The study employed a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation involving teachers and early childhood learners as research subjects. The findings indicate that teacher role modeling is reflected in polite communication, calm emotional regulation, consistent discipline, and guidance provided to children in resolving conflicts. Children demonstrated improvements in emotional regulation, social interaction, and responsibility through processes of observation and imitation of teachers’ behavior. Teacher role modeling creates a safe learning environment that supports children’s social-emotional development. The conclusion of this study indicates that teacher role modeling contributes to strengthening early childhood social-emotional development through everyday practices in the school environment. Keywords: teacher role modeling, social-emotional development, early childhood
SEKOLAH ORANG TUA QUR’ANI: PENGUATAN POLA ASUH ISLAMI DALAM MENDUKUNG PERKEMBANGAN ANAK USIA DINI Devi Sulaeman; Kurniasih; Abdul Fatah; Saniyya Putri Hendrayana; Deden Deni Mahendra
Jurnal Pengabdian Indonesia (JPI) Vol. 2 No. 1 (2026): Vol. 2 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/jpi.v2i1.2361

Abstract

Social and digital transformations have impacted early childhood parenting patterns, necessitating the strengthening of the family's role as the foundation for Islamic-based character education. This community service activity aims to improve literacy and practice of Islamic parenting through the Quranic Parent School program at the Merpati Early Childhood Education Post in Kutawaluya District. The program is designed to build synergy between schools and families in supporting the social-emotional and spiritual development of early childhood. The method used is a community-based participatory approach with stages of needs identification, joint action planning, parenting class implementation, and periodic reflection and evaluation. Activities are implemented through workshops, reflective discussions, simulations of Islamic parenting practices, and the establishment of a parent forum as a forum for program sustainability. The results of the activity indicate an increase in parents' understanding of the concepts of fitrah (natural nature) and adab (good manners), changes in communication patterns to be more empathetic, and consistent habits of worship and restrictions on gadgets at home. Further impacts are seen in increased discipline and emotional regulation of children at school and the formation of a Quranic family learning community. The implications of this activity confirm that strengthening Islamic parenting through the Quranic Parent School model is effective in encouraging family-based social transformation and has the potential to be replicated in other PIAUD institutions with similar characteristics.
Integrasi Pendidikan Karakter dengan Kurikulum Merdeka: Strategi Mengatasi Tantangan Bullying di Sekolah Asep Khairul Faizin; Chika Ghianistika; Meilia Prehartanti; Sujono; Deden Deni Mahendra
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 3 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i3.5898

Abstract

The increasingly dynamic development of education raises various challenges, one of which is the problem of bullying in schools. Character education is a solution that is considered effective for overcoming this problem, especially if it is integrated into the Independent Curriculum. This research aims to analyze the effect of integrating character education in the Merdeka Curriculum on reducing bullying cases at SDIT Kasih Ibu. This research uses a quantitative design with a quasi-experimental approach, where data is collected through observation, interviews and surveys with students and teachers. The data analysis techniques used are descriptive and inferential statistics to measure changes that occur before and after implementing the character education program. The research results show that the integration of character education has succeeded in reducing the number of bullying in the school from 20% to 5%, especially physical and verbal bullying. The implication of this research is the importance of implementing character education systematically in the school curriculum to create a safer learning environment and support students' social-emotional development. Apart from that, increasing teacher capacity in implementing character education needs attention so that the success of this program can be maintained. This research contributes to the development of educational policies that are more holistic and have a positive impact on the school environment.
Co-Authors Abdul Fatah Agus Mulyanto Asep Khairul Faizin Chika Ghianistika Daresih Hidayat Kurniasih Latipah Leni Nurani Meilia Prehartanti Saniyya Putri Hendrayana SITI KARMILA Sujono Sulaeman, Devi Ujang Tohiodin Yanti Apriani Yulia Ayu Rahmatul Fitri