<![CDATA[This study aims to describe the implementation of a daily class rotation system based on learning centers at TK ABA 1, focusing on planning, implementation, evaluation, and its impact on early childhood learning. The study employed a qualitative descriptive approach. Data were collected through in-depth interviews with the principal and center teachers, classroom observations, and relevant documentation. Data validity was ensured through technique and source triangulation. The findings indicate that the planning of the daily class rotation system was developed based on evaluations of previous learning practices and adjusted to the availability of facilities and teacher competencies. The implementation was carried out by assigning teachers to remain in specific learning centers while students rotated according to a predetermined schedule. Evaluation was conducted regularly through reflective discussions involving teachers and school management. The implementation of the daily class rotation system based on learning centers had a positive impact on students’ social adaptation, independence, active learning participation, and the development of religious character. This study provides empirical contributions to the management of center-based learning in early childhood education and may serve as a reference for early childhood education institutions in developing contextual and sustainable learning models.]]>
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