Implementasi pembelajaran model sentra berbasis Islam di PAUD Istiqlal Jakarta

Suhayati, Iis (2015) Implementasi pembelajaran model sentra berbasis Islam di PAUD Istiqlal Jakarta. Doktoral thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA Penelitian ini dadasarkan pada kerisauan penulis terhadap kondisi lembaga Pendidikan Anak Usia Dini saat ini, kenyataan di lapangan menunjukkan bahwa masih banyak penyelenggaraan Pendidikan Anak Usia Dini yang belum tepat menggunakan acuan PAUD sesuai dengan tahap-tahap perkembangan anak. Seringkali pelaksanaannya menekankan pada kemampuan kognitif saja dan mengabaikan tahapan perkembangan anak yang sesungguhnya. Tujuan penelitian ini untuk: (1) mengetahui kurikulum model pembelajaran sentra berbasis Islam di PAUD Istiqlal Jakarta; (2) mengetahui proses perencanaan pembelajaran model sentra berbasis Islam di PAUD Istiqlal Jakarta; (3) mengetahui proses pelaksanaan pembelajaran model sentra berbasis Islam di PAUD Istiqlal Jakarta; (4) mengetahui evaluasi dan hasil belajar model pembelajaran sentra berbasis Islam di PAUD Istiqlal Jakarta; (5) faktor pendukung dan penghambat pembelajaran model sentra berbasis Islam di PAUD Istiqlal Jakarta. Penelitian ini menggunakan metode deskriptif eksplanatori yaitu penelitian yang memberikan eksplanasi tentang hubungan antara peristiwa dengan makna terutama menurut persepsi partisipan. Metode ini berusaha menggambarkan dan menginterpretasi objek sesuai dengan apa adanya. Simpulan penelitian ini meliputi : (1) Kurikulum pembelajaran model sentra berbasis Islam di PAUD Istiqlal Jakarta mengacu pada Permendiknas Nomor 58 tahun 2009 tentang Standar Pendidikan Anak Usia Dini yang dikembangkan dengan menitikberatkan pada visi dan misi Madrasah Istiqlal. (2) Proses perencanaan model pembelajaran Sentra Berbasis Islam di PAUD Istiqlal Jakarta memperhatikan penyusunan RKH (Rencana Kegiatan Harian), RKM ( Rencana Kegiatan Mingguan), Penyususnan Program Bulanan, Rencana Kegiatan Semester. (3) Proses Pelaksanaan Model Pembelajaran Sentra Berbasis Islam di PAUD Istiqlal Jakarta menggunakan metode pendidikan “Belajar melalui bermain integrasi nilai-nilai kehidupan beragama dengan pendekatan sentra dan saat lingkaran melalui 10 (sepuluh) sentra bermain”. (4) Evaluasi dan Hasil Pembelajaran Model Sentra Berbasis Islam di PAUD Istiqlal Jakarta mencakup; Tujuan Evaluasi yaitu mendukung kegiatan pembelajaran, mengidentifikasi kebutuhan khusus setiap anak, untuk evaluasi program dan monitoring pelaksanaan pencapaian tujuan kegiatan, akuntabilitas program dan lembaga. Kegunaannya untuk mendapatkan informasi tentang pengetahuan, keterampilan, serta kemajuan perkembangan anak.Kegiatan penilaian dalam program anak usia dini dilakukan melalui ;observasi, dokumentasi, analisa, dan review kerja anak sepanjang waktu. Pengamatan/Observasi dan Laporan Perkembangan Anak. Hasil Pembelajaran Model Sentra Berbasis Islam di PAUD Istiqlal Jakarta dapat dilihat dari segi proses dan dari segi hasil. Dari segi proses, pembelajaran di Istiqlal Jakarta dikatakan berhasil karena dari keseluruhan siswa dan setidak-tidaknya sebagian besar (85)% anak secara aktif, baik fisik, mental, maupun social dalam proses pembelajaran.(5) Faktor pendukung; Faktor Eksternal dan Internal sedangkan faktor penghambat yang dihadapi dalam implementasi pembelajaran model sentra, antara lain; Karakter Guru, Kreativitas Guru, Sarana dan Prasarana (Densitas) ENGLISH The study was based on the concern of the authors of the condition of early childhood education today, the reality on the ground shows that there are still a lot of organizing early childhood education who have the right to use the reference Early Childhood according to the stages of child development. Often implementation emphasis on cognitive ability and ignore the real stages of development. The research objective is to; (1) determine curriculum-base learning model centers Islam in PAUD Istiqlal (2) determine the planning process in early childhood model of learning center Islamic-base at Istiqlal Jakarta; (3) to know the process of the implementation of model of learning center Islamic-base at PAUD Istiqlal; (4) determine the evaluation of learning outcomes model of learning Islamic-base at Istiqlal; (5) determine the factors supporting and model of learning center Islamic-base at PAUD Istiqlal. This research used explanatory descriptive research that gives explanation of the relationship between events with meaning, especially as perceived by the participants. This method seeks to describe and interpret the object in accordance with what it is. The conclusion of this study include; (1) curriculum model of learning center Islamic-base at PAUD Istiqlal Jakarta developed with focus on the vision and mission of the institution Istiqlal. (2) the process of planning model of learning center Islamic-base at PAUD Istiqlal Jakarta always use a reference Semester Work Plan, Action Plan Monthly, Weekly Action Plan to plan daily activities. (3) Implementation Process Model of Learning Center Islamic-base at PAUD Istiqlal Jakarta using educational methods "Learning through play is integrated values of religious life with the approach of the center and the current loop through ten centers play. (4) Evaluation and learning outcomes model of learning centers Islamic base at PAUD Istiqlal Jakarta include; objective evaluation namely; supporting learning activities, identifying the specific needs of each child, for program evaluation and monitoring of the implementation of the achievements of the activity, the accountability of programs and institutions. Its use to get information about the knowledge, skills and progress their development. activity assessment in children program early age carried through; observation, documentation, analytical review of child labor over time. Observation and Child Development report. The results of model of learning center Islamic –base outcomes at Istiqlal Jakarta said to be successful if the overall student or most of (85)% active children, both physically, mentally and socially in the learning process. (5) supporting factors, include; external and internal factors, inhibiting factors, include; teacher character, creativity of teachers and learning facilities.

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