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Ulfa Muhrijah Harahap
Universitas Negeri Medan
Education

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Optimalisasi Asesmen Anekdot Untuk Penilaian Autentik Perkembangan Anak Usia Dini Ulfa Muhrijah Harahap; Syifaushudur Harefa; Esra Theresia Sinambela; Anita Yus
Jurnal Tematik Vol. 15 No. 1 (2026): Jurnal Tematik
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v15i1.69859

Abstract

This study aims to optimize anecdotal assessment as a form of authentic evaluation in early childhood education. Anecdotal assessment plays a significant role in documenting children's behavior in a real, contextual, and continuous manner. This qualitative research employed a case study approach conducted at TK An-Nizam Medan, involving early childhood teachers and children aged 5–6 years. Data were collected through participatory observation, in-depth interviews, and documentation of teachers’ anecdotal notes. The findings indicate that teachers have implemented anecdotal assessment consistently to evaluate children’s development, yet several challenges remain, such as limited time, lack of standardized recording formats, and insufficient training in objective observation. Optimization strategies include developing a standardized format, providing continuous professional development for teachers, and utilizing simple digital tools to improve efficiency and data accuracy. The results show that anecdotal assessment strengthens the role of authentic assessment, helps teachers understand children’s individual needs, and enhances the overall quality of learning in early childhood education.
Analisis Perbandingan Kurikulum Pendidikan Anak Usia Dini di Jepang dan Australia: Kajian Studi Literatur Ulfa Muhrijah Harahap; Pilma Sindy Arizka; Anita Yus
Jurnal Tematik Vol. 15 No. 3 (2026): Agustus
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v15i3.71153

Abstract

This study aims to analyze and compare early childhood education (ECE) curriculum models and approaches in Japan and Australia through a literature review. A qualitative literature study approach was used by examining international journals from 2020 to 2025 that discuss early childhood curriculum policy and practice in both countries. The findings show that Japan emphasizes the balance between socio-emotional development and academic readiness through cultural integration (moral education and group harmony), while Australia focuses on the Early Years Learning Framework (EYLF), which values inclusivity, diversity, and experiential learning. The study implies the importance of adopting flexibility, parental engagement, and continuous teacher training in developing Indonesia’s early childhood curriculum.
Co-Authors Anita Yus Anita Yus Esra Theresia Sinambela Pilma Sindy Arizka Syifaushudur Harefa