Strategies for Increasing Teacher Competence through Structured Mentoring in Developing Local Wisdom-Based Curriculum in Az-Zahwa Playgroup

  • Dika Putri Rahayu Islamic Early Childhood Education Undergraduate Program, IAIN Tulungagung
Keywords: teacher competence, curriculum, local culture

Abstract

The curriculum is an absolute thing that must be owned by a teaching unit. The curriculum is the core of the learning process. Az-Zahwa Playgroup Trenggalek has five teachers with high-school educational background and has never received training or workshops. This condition has an impact on the course during the learning process. The learning process runs without a plan, and the activities taken during the learning process was not appropriate to the children's age. This research aims to describe the strategies in increasing teacher competence, especially in pedagogic and professionalism based on structured-mentoring. In this research, the structured-mentoring was conducted by providing alternately structured materials and practice using prepared learning-tools appropriate to curriculum 2013. This type of research was qualitative with a case-study design. The data were collected using observations, interviews, and documentation. This research's inhibiting factor was that the teachers have a high-school educational background and have not had teaching experience, resulting in a lack of knowledge and teaching skills. On the other hand, the supporting factor was that teachers were enthusiastic and creative in developing the learning tools based on local culture. The results achieved from this structured-monitoring research were the teachers were able to make the learning-tools start from PROTA, PROMES, RPPM, RPPH according to 2013 Curriculum based on local culture and ended by generating the score by using work-result oriented techniques, checklist, portfolio, and anecdotal notes.

Downloads

Download data is not yet available.

References

Alqurashi, W., Awadia, A., Pouliot, A., Cloutier, M., Hotte, S., Segal, L., Barrowman, N., Irwin, D., & Vaillancourt, R. (2020). The Canadian Anaphylaxis Action Plan for kids: Development and Validation. Patient Education and Counseling, 103(1), 227–233. https://doi.org/10.1016/j.pec.2019.07.028

Apriliani, E. I., Purwanti, K. Y., & Riani, R. W. (2020). Peningkatan Kesantunan Bahasa Anak Usia Dini melalui Media Pembelajaran Interaktif Budaya Jawa. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 150-157. https://doi.org/10.31004/obsesi.v5i1.319

Auld, E., & Morris, P. (2019). The OECD and IELS: Redefining Early Childhood Education for the 21st Century. Policy Futures in Education, 17(1), 11–26. https://doi.org/10.1177/1478210318823949

Boyd, D. (2020). The legacy Café- the Holistic Benefit of Reviving Lost Arts, Crafts, and Traditional Skills Through an Early Childhood Intergenerational Sustainable Skills Project. Education 3-13, 48(2), 204–216. https://doi.org/10.1080/03004279.2019.1603247

Ciptaningtyas, A., Yetti, E., & Hartati, S. (2020). Metode Pelatihan dan Persistensi Berpengaruh terhadap Kompetensi Pedagogik Guru PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 635-651. https://doi.org/10.31004/obsesi.v4i2.440

Danniels, E., Pyle, A., & DeLuca, C. (2020). The Role of Technology in Supporting Classroom Assessment in Play-based Kindergarten. Teaching and Teacher Education, 88, 102966. https://doi.org/10.1016/j.tate.2019.102966

Djabidi, F. (2017). Manajemen Pengelolaan Kelas. Pustaka Insan Madani.

Dwi Kinasih, A., Amalia, F., & Priyambadha, B. (2017). Pengembangan Sistem Evaluasi Pembelajaran PAUD. Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer, x(juli), 1–8. http://j-ptiik.ub.ac.id

Elliot, E., & Krusekopf, F. (2018). Growing a Nature Kindergarten That Can Flourish. Australian Journal of Environmental Education, 34(2), 115–126. https://doi.org/10.1017/aee.2018.27

Fika, Y., Meilanie, S. M., & Fridani, L. (2019). Peningkatan Kemampuan Bicara Anak melalui Bermain Peran Berbasis Budaya. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 50-57. https://doi.org/10.31004/obsesi.v4i1.229

Fitri, E. A., Saparahayuningsih, S., & Agustriana, N. (2017). Perencanaan Pembelajaran Kurikulum 2013 Pendidikan Anak Usia Dini. Jurnal Ilmiah Potensia, 2(1), 1-13. https://doi.org/10.33369/jip.2.1.1-13

Joo, Y. S., Magnuson, K., Duncan, G. J., Schindler, H. S., Yoshikawa, H., & Ziol-Guest, K. M. (2020). What Works in Early Childhood Education Programs?: A Meta-Analysis of Preschool Enhancement Programs. Early Education and Development, 31(1), 1–26. https://doi.org/10.1080/10409289.2019.1624146

Juniarti, Y. (2015). Peningkatan Kecerdasan Naturalis melalui Metode Kunjungan Lapangan (Field Trip) (Penelitian Tindakan di Kelompok B PAUD Terpadu Bintuhan Bengkulu, Tahun 2015). JPUD-Jurnal Pendidikan Usia Dini, 9(2), 267-284. https://doi.org/10.21009/JPUD.092.05

Kolbasov, O. S. (1992). UN Conference on Environment and Development. Izvestiya - Akademiya Nauk, Seriya Geograficheskaya, 6(June), 47–54. https://doi.org/10.4135/9781412971867.n128

Laely, K., & Subiyanto, S. (2020). Cooking Class Berbasis Kearifan Lokal Meningkatkan Motorik Halus Anak di Daerah Miskin. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 923-931. https://doi.org/10.31004/obsesi.v4i2.466

Lase, F. (2015). Dasar Pengembangan Kurikulum Menjadi Pengalaman Belajar. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(2), 130-140. https://doi.org/10.31004/obsesi.v1i2.68

Madondo, F. (2020). Perceptions on Curriculum Implementation: A Case for Rural Zimbabwean Early Childhood Development Teachers as Agents of Change. Journal of Research in Childhood Education, 1–18. https://doi.org/10.1080/02568543.2020.1731024

Maiza, Z., & Nurhafizah, N. (2019). Pengembangan Keprofesian Berkelanjutan dalam Meningkatkan Profesionalisme Guru Pendidikan Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2), 356-365. https://doi.org/10.31004/obsesi.v3i2.196

Munawaroh, H. (2017). Pengembangan Model Pembelajaran dengan Permainan Tradisional Engklek sebagai Sarana Stimulasi Perkembangan Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(2), 86-96. https://doi.org/10.31004/obsesi.v1i2.19

Parker, M. (2017). Child Development. Understanding a Cultural Perspective. Sage.

PAUD, B. A. N., Ditjen, K., Kemendikbud, D., & Akreditasi, R. P. (n.d.). Rubrik Penilaian Akreditasi Pendidikan Anak Usia Dini (PAUD).

Peraturan Menteri Pendidikan dan Kebudayaan Nomor 137 Tahun 2014 tentang Standar Nasional PAUD. (2016). Kementerian Pendidikan dan Kebudayaan.

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 146 Tahun 2014 Tentang Kurikulum 2013 Pendidikan Anak Usia Dini. (2015). Kementerian Pendidikan dan Kebudayaan.

Qodriyati, T. U., Raharjo, T. J., & Utsman. (2018). Learning Management of Early Childhood Education at Mentari Kids. Journal of Nonformal Education, 4(1), 57-68. https://doi.org/10.15294/jne.v4i1.13574

Rahayu, D. P. (2019). Media Lingkaran Cantol untuk Mengenalkan Suku Kata pada Anak Usia 4-5 Tahun. Martabat: Jurnal Perempuan dan Anak, 3(1), 121-140. http://dx.doi.org/1021274/martabat.2019.3.1.121-140

Rahelly, Y. (2018). Implementasi Kurikulum 2013 Pendidikan Anak Usia Dini (PAUD) di Sumatera Selatan. JPUD-Jurnal Pendidikan Usia Dini, 12(2), 381–390. https://doi.org/10.21009/jpud.122.21

Ramadhani, P. R., & Fauziah, P. Y. (2020). Hubungan Sebaya dan Permainan Tradisional pada Keterampilan Sosial dan Emosional Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 1011-1020. https://doi.org/10.31004/obsesi.v4i2.502

Rohmawati, A. (2015). Efektivitas Pembelajaran. JPUD-Jurnal Pendidikan Usia Dini, 9(1), 15–32. https://doi.org/10.21009/JPUD.091.02

Roza, D., Nurhafizah, N., & Yaswinda, Y. (2019). Urgensi Profesionalisme Guru Pendidikan Anak Usia Dini dalam Penyelenggaraan Perlindungan Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 277-273. https://doi.org/10.31004/obsesi.v4i1.325

Sari, K. M., & Setiawan, H. (2020). Kompetensi Pedagogik Guru dalam Melaksanakan Penilaian Pembelajaran Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 900-912. https://doi.org/10.31004/obsesi.v4i2.478

Siswoyo, D. dkk. (2011). Ilmu Pendidikan. UNY Press.

Sum, T. A., & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 543-550. https://doi.org/10.31004/obsesi.v4i2.287

Suyadi, S., & Selvi, I. D. (2019). Implementasi Mainan Susun Balok Seimbang Berbasis Kearifan Lokal Yogyakarta untuk Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 373-382. https://doi.org/10.31004/obsesi.v4i1.345

Tanto, O. D., & Sufyana, A. H. (2020). Stimulasi Perkembangan Motorik Halus Anak Usia Dini dalam Seni Tradisional Tatah Sungging. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 575-587. https://doi.org/10.31004/obsesi.v4i2.421

Waluyo, E., & Kardoyo. (2020). Green curriculum: Efforts to Develop Resources of Prospective Professional ECE Teachers Who Have Environmental Concern. International Journal of Scientific and Technology Research, 9(2), 1627–1630.

Wartanto. (2019). PAUD dan DIKMAS Tahun 2019.

Zaragas, H. K., & Pliogou, V. (2020). Assessment and Pedagogical Implications of Young Children’s Psychomotor Development in Greek Kindergarten Schools. Education 3-13, 48(2), 239–251. https://doi.org/10.1080/03004279.2019.1684540

Zubaidi, M. (2020). Hubungan Profesionalisme Pendidik Pendidikan Anak Usia Dini dengan Efektivitas Pembelajaran PAUD di Kota Gorontalo. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 1060-1067. https://doi.org/10.31004/obsesi.v4i2.505

Published
2020-12-31
How to Cite
Putri Rahayu, D. (2020). Strategies for Increasing Teacher Competence through Structured Mentoring in Developing Local Wisdom-Based Curriculum in Az-Zahwa Playgroup. AL-ATHFAL : JURNAL PENDIDIKAN ANAK, 6(2), 161-174. https://doi.org/10.14421/al-athfal.2020.62-06
Section
Articles