Efektivitas Implementasi Komunitas Belajar  pada Satuan Pendidikan Anak Usia Dini  Program Sekolah Penggerak

Misran Rahman

doi:10.32884/ideas.v11i1.2087

Misran Rahman Universitas Negeri Gorontalo

DOI: https://doi.org/10.32884/ideas.v11i1.2087

Abstract

This research aims to evaluate the effectiveness of implementing learning communities in supporting the development of Early Childhood Education Units (PAUD) in the Driving School Program. Learning communities are a collaborative approach that aims to improve educator competence through discussion, reflection and joint learning. The research method used is descriptive qualitative with data collection techniques through surveys and interviews. Research subjects included educators and school principals in PAUD units of the Mobilizing School Program. The results of the research show that the learning community procedures have been implemented well by the PAUD unit of the driving school program. In addition, learning communities have played a significant role in improving several aspects of educators' professional learning competencies, including learning planning and designing learning evaluations. However, it has not played a significant role in the implementation of student-centred learning and differentiated learning. In conclusion, the implementation of learning communities in PAUD Units in the Driving School Program is generally effective in supporting improvements in the quality of early childhood education. Recommendations are provided to strengthen program sustainability through providing adequate resources and strengthening collaboration between stakeholder

Downloads

Download data is not yet available.

References

Brady, S. R. Holt, B. Welt. (2003). Peer Teaching in Lifelong Learning Institutes. Educational Gerontology, 29 (10), pp. 851-868.
Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood Programs. Buku ini membahas pendekatan yang sesuai untuk mengembangkan pendidikan anak usia dini, termasuk strategi kolaborasi antarpendidik.
Brown, L. Dunlop, J. Scally. (2018). It’s about not Achieving the Outcomes that You Necessarily Expected’: Non-formal Learning in Higher Education,” Teaching in Higher Education.
Chapman, L. Ramondt, G. Smiley. (2005). Strong Community, Deep Learning: Exploring the Link. Innovations in Education and Teaching International, 42 (3), pp. 217-230.
Cheung, E. Lai (2013). The Effects of Classroom Teaching on Students’ Self-Efficacy for Personal Development. British Journal of Guidance & Counselling, 41 (2), pp. 164-177.
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work. Buku ini menjelaskan kerangka kerja dan prinsip-prinsip pengembangan komunitas belajar profesional untuk meningkatkan efektivitas pembelajaran.
Dziubinski. (2014). Does Feeling Part of A Learning Community Help Students to Do Well in Their ALevels? Exploring Teacher-Student Relationships. Research in Post Compulsory Education, 19 (4), pp. 468-480. PDDIKTI, Statistik Pendidikan Tinggi, Pusdatin Iptek Dikti, Jakarta, 20
Fauziddin, M. Mufarizuddin (2018). Useful of Clap Hand Games for Optimalize Cogtivite Aspects in Early Childhood Education. Jurnal Pendidikan Anak Usia Dini, Volume 2 Issue 2 (2018) Pages 162-169. Prodi PG-PAUD Universitas Pahlawan Tuanku Tambusai. DOI: 10.31004/obsesi.v2i2.76
Ferayanti, M., Nissa, H., dkk. 2023. Panduan Optimalisasi Komunitas Belajar. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi
Francesca, D. M. Marco, C. Angelo & P. Giuseppina. (2010). Discovering the Hidden Dynamics of Learning Communities. Journal of Information Technology Case and Application Research, 12 (3), pp. 34-55.
Frost, J. L., Wortham, S. C., & Reifel, S. (2012). Play and Child Development. Buku ini membahas pentingnya permainan dalam pengembangan anak usia dini, yang bisa menjadi bagian dari materi dalam komunitas belajar PAUD.
Hollins, L. R. McIntyre , C. DeBose , K. S. Hollins, A. Towner. (2004). Promoting a Self-Sustaining Learning Community: Investigating an Internal Model for Teacher Development. International Journal of Qualitative Studies in Education, 17 (2), pp. 247-264.
Kemendikbud (2021). "Laporan Evaluasi Awal Program Sekolah Penggerak." Laporan ini memberikan data dan analisis awal mengenai efektivitas program.
Kementerian Pendidikan dan Kebudayaan. (2023). Surat Edaran Direktur Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi. https://static.skm.kemdikbud.go.id/. diakses 15 Oktober 2023.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi RI. (2024). Panduan Program Sekolah Penggerak." Dokumen resmi ini memberikan gambaran tentang tujuan, komponen, dan implementasi Program Sekolah Penggerak, termasuk peran PAUD.
Novita & Radiana, Usman (2024) Hubungan antara Komunitas Belajar dan Motivasi Belajar Guru terhadap Kinerja Guru. Program Studi Magister Administrasi Pendidikan, FKIP, Universitas Tanjungpura, Jl. Prof. Dr. Hadari Nawawi, Bansir Laut, Pontianak Tenggara , Kota Pontianak , Kalimantan Barat. Jurnal Ilmiah Profesi Pendidikan, 9 (4): 2588 – 2596 DOI: https://doi.org/10.29303/jipp.v9i4.2759
Nur Rakhmah, Diyan dkk. (2023). Laporan Evaluasi Implementasi Kurikulum Merdeka Pada Tahun Pertama 2022. Pusat Standar dan Kebijakan Pendidikan. Jakarta: Kemendikbudristek.
Pratiwi, Lukman, Rakhmah, Utama. (2019). Regulasi Guru dalam Meningkatkan Kreativitas Pembelajaran. Pusat Penelitian Kebijakan.
Rahayu, Neneng Sri, Muhammad Hasan Dhiaullah, and Alvita Marsha. (2023). Utilizing ELearning and User Loyalty with User Satisfaction as Mediating Variable in Public Sector Context. International Journal of Data and Network Science 7(3): 1341–48.
Robby, S. K. I., Abdilah, D., & Faiz, A. (2022). Implementasi Pendidikan Karakter di Masa Pandemi Covid-19: Proses Pembelajaran dan Hambatan. Jurnal Education and Development, 10(1), 234–239. https://journal.ipts.ac.id/ index.php/ED/article/view/3366
Sekar, R, Y. (2020). Komunitas Belajar Sebagai Sarana Belajar Dan Pengembangan Diri. Indonesian Journal Of Adult and Community Education I-SSN : 2686-6153 Vol. 2, No. 1, Agustus 2020 10 Indonesian Journal Of Adult and Community Education I-SSN : 2686-6153. UIN Alauddin Makassar. https://ejournal.upi.edu/index.php/IJACE/article/viewFile/28285/12820
Sekar, Ayu Yunita dan Kamarubiani, Nike. (2020). Komunitas Belajar Sebagai Sarana Belajar dan Pengembangan Diri. Vol. 2, No. 1, Agustus 2020 Jurnal Pembangunan dan Administrasi Publik Vol.5 No.2 September 2023.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). "Professional Learning Communities: A Review of the Literature." Artikel ini membahas konsep, manfaat, dan tantangan pembentukan komunitas belajar di lingkungan pendidikan.
Suryanto, A. (2018). Strategi Peningkatan efektifitas pelatihan kepemimpinan: telaah teoretis dan empiris. Jurnal Borneo Administrator, 14(1), 69-86. https://doi.org/10.24258/jba.v14i1.337
Suryanto, A., Firdaus, M., Aswi, A., & Tamsir, F. A. (2023). The Challenges and Opportunities in the Implementation of E-Learning for Competence Development of State Civil Apparatus. Information Sciences Letters, 12(5), 2165-2175.
Suryanto, A., Fitriati, R., Natalia, S. I., Oktariani, A., Munawaroh, M., Nurdin, N., & AHN, Y. (2022). Study of working from home: the impact of ICT anxiety and smartphone addiction on lecturers at NIPA School of Administration on job performance. Heliyon 8 (12), e11980 (2022).
Suryanto, A., Prasetyo, A. G., Nurdin, N., & Aswad, M. (2023). The reform of apparatus competence development in Indonesia: improving the implementation system and the implementing actors. Information Sciences Letters, 12(4), 1307-1317.
Tannehill, A. MacPhail. (2016). Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools. Professional Development in Education.
Zhu, D. M. Baylen. (2005). From Learning Community to Community Learning: Pedagogy, Technology and Interactivity. Educational Media International, 42 (3), pp. 251-268.