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Upaya Kepala Madrasah Ibtidaiyah dalam Meningkatkan Kompetensi Profesional Guru di Desa Katapang Dhiyaan Wadzikran; Asep Dudi Suhardini; masnipal
Bandung Conference Series: Islamic Education Vol. 4 No. 2 (2024): Bandung Conference Series: Islamic Education
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v4i2.15459

Abstract. A professional teacher is a guarantee of more effective teaching and learning implementation, and a qualified teacher is expected to be able to make the teaching and learning process successful to the maximum, from that it can create educational products that meet educational standards and follow the demands and needs of the community. The efforts made by the elementary madrasah in Katapang village are carried out by involving teachers in training and other development activities to improve the professional competence of teachers. The method used is a descriptive method with data collection techniques used are interviews and documentation. Data analysis techniques are carried out through several stages of data reduction, data presentation, and data verification. The results of this study are that the efforts of the elementary madrasah in Katapang village have participated in several trainings such as workshops, KKG, training, and supervision, but there are several obstacles in developing teacher professional competence seen from internal factors and external factors of the teacher. Abstrak. Guru yang profesional ialah jaminan pelaksanaan belajar mengajar yang lebih efektif, dan guru yang berkualitas diharapkan proses belajar mengajar dapat berhasil secara maksimal, dari itu dapat terciptanya produk pendidikan yang memenuhi standar pendidikan dan sesuai dengan tuntutan dan kebutuhan masyarakat. Upaya yang dilakukan madrasah ibtidaiyah di desa katapang di lakukan dengan mengikutsertakan guru dalam pelatihan dan kegiatan pengembangan yang lainnya untuk meningkatkan kompetensi profesional guru. Metode yang digunakan adalah metode dekriptif dengan teknik pengumpulan data yang digunakan adalah wawancara dan dokumentasi. Teknik analisis data dilakukan dengan melalui beberapa tahapan reduksi, penyajian data, dan verifikasi data. Hasil dari penelitian ini bahwa upaya madrasah ibtididaiyah di desa katapang sudah mengikuti beberapa pelatihan seperti workshop, KKG, diklat, dan supervisi, namun terdapat beberapa kendala dalam pengembangan kompetensi profesional guru dilihat dari faktor internal dan faktor eksternal guru tersebut.

The Role of Early Childhood Education Teachers in Communicating and Managing Schools Safe Afrianti, Nurul; Arif Hakim; Erhamwilda; Masnipal; Ayi Sobarna; Via Eka Lestari
MIMBAR : Jurnal Sosial dan Pembangunan Volume 39, No. 2, (Desember 2023) [Accredited Sinta 3, No 79/E/KPT/2023]
Publisher : UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/mimbar.v39i2.2970

When a disaster occurs, students are the most vulnerable to the effects, especially if the disaster occurs while the children are at school. With the large number of potential disasters that occur, disaster education is very important to do early on, and this is done by equipping early childhood teachers about disaster education and managing disaster-safe schools. In the end, education and management of disaster-safe schools can be conveyed to children through play activities according to the principles of learning for early childhood. Efforts to provide disaster education from an early age is an important and fundamental action that is not only an act of curriculum development or enrichment alone, but is also a preventive action for the life of every child in dealing with this phenomenon in the future, so that when faced with real events every child has optimal readiness to deal with it.

Implementasi Program Mentoring Alquran untuk Meningkatkan Kualitas Hafalan Peserta Didik MAN Cimahi Ahda Sabilal Mustofa; Masnipal; Iwan Sanusi
Jurnal Riset Pendidikan Agama Islam Volume 4, No. 2, Desember 2024, Jurnal Riset Pendidikan Agama Islam (JRPAI)
Publisher : UPT Publikasi Ilmiah Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/jrpai.v4i2.5001

Abstract. This study aims to find out the planning, implementation, supporting and inhibiting factors, and results of the Qur'an mentoring program to improve the quality of memorization of MAN Cimahi City students. This study uses a qualitative approach with a case study method. The data collection used is observation, interviews and documentation. Data analysis techniques include data collection, data reduction, data presentation and conclusion drawn. The results of the study show that (1) The planning of this program is in the form of selecting mentors, the media used, and the materials used (2) The implementation of learning is divided into three stages, namely the preparation, implementation, and assessment stages (3) internal supporting factors of intentions, and motivational factors of students, external supporting factors for the fulfillment of facilities and infrastructure; Internal inhibiting factors lack of ability to read the Quran, makharijul letters, and tajwid: external inhibiting factors lack of number of mentors and time (4) The results of the Qur'an mentoring program increase the quality of Qur'an memorization with indicators that students can read and memorize the Qur'an in accordance with the rules of tajweed science. Abstrak.Penelitian ini bertujuan untuk mengetahui perencanaan, pelaksanaan, faktor pendukung dan penghambat, dan hasil Program mentoring Alquran untuk meningkatkan kualitas hafalan peserta didik MAN Kota Cimahi. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Teknik analisis data meliputi pengumpulan data, reduksi data, penyajian data dan penarik kesimpulan. Hasil penelitian menunjukkan bahwa (1) Perencanaan program ini berupa pemilihan mentor, media yang digunakan, dan materi yang digunakan (2) Pelaksanaan pembelajaran dibagi menjadi tiga tahapan, yaitu tahap persiapan, pelaksanaan, dan penilaian (3) faktor pendukung internal niat, dan faktor motivasi peserta didik, faktor pendukung eksternal terpenuhinya sarana dan prasarana; faktor penghambat internal kurangnya kemampuan membaca Alquran, makharijul huruf, dan tajwid: faktor penghambat eksternal kurangnya jumlah mentor dan waktu (4) Hasil dari program mentoring Alquran meningkatnya kualitas hafalan Alquran dengan indikator peserta didik dapat membaca, dan menghafal Alquran sesuai dengan kaidah ilmu tajwid.

Dampak Dwibahasa terhadap Komunikasi dan Sosial Emosional pada Anak Usia 3-4 Tahun Hasna Laila Rahman; Masnipal; Dewi Mulyani
Jurnal Riset Pendidikan Guru Paud Volume 4, No. 2, Desember 2024, Jurnal Riset Pendidikan Guru Paud (JRPGP)
Publisher : UPT Publikasi Ilmiah Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/jrpgp.v4i2.5132

Abstrak. Manusia membutuhkan komunikasi untuk hidup, dengan bahasa sebagai alat paling efektif untuk menyampaikan pesan, pikiran, dan perasaan. Bahasa memungkinkan kerja sama antar manusia dan dominan dalam berbagai aktivitas. Penelitian ini mengkaji dampak dwibahasa pada perkembangan komunikasi, sosial, dan emosional anak usia dini. Dengan meningkatnya jumlah keluarga dwibahasa, penting memahami bagaimana pengalaman ini memengaruhi perkembangan anak. Permasalahan yang dikaji meliputi dampak dwibahasa terhadap: (1) komunikasi anak, (2) sosialisasi dengan teman sebaya, dan (3) perkembangan emosi. Penelitian menggunakan metode kualitatif dengan studi kasus, melibatkan observasi dan wawancara terhadap orang tua, guru, dan dua anak perempuan usia 3 dan 4 tahun di lingkungan dwibahasa. Hasil menunjukkan dwibahasa dapat menyebabkan kesulitan komunikasi, hambatan bersosialisasi, dan masalah emosi seperti kecemasan dan menarik diri. Abstract. Humans need communication for survival and language is the most effective communication tool to convey messages, thoughts, feelings, and goals to others. Language enables cooperation between humans, so its role is very dominant in various daily activities. Therefore, this study aims to examine the impact of bilingualism on communication and social-emotional development in early childhood. With the increasing number of bilingual families in various countries, it will be important to understand how bilingual experiences affect children at this critical stage of development. Based on this phenomenon, the problems in this study are formulated as follows: (1) How does bilingualism impact on children's communication development? (2) How does bilingualism impact on children's socialization among peers? (3) How does bilingualism impact on children's emotional development. The method used in this research is a qualitative method with a case study approach, involving observation and in-depth interviews with parents, teachers, and children in a bilingual environment. The subjects were two girls aged 3 and 4 years old. The results showed that the use of bilingualism in children aged 3-4 years can cause children's inability to communicate fluently, barriers in socializing with peers and barriers in emotions (anxiety & frequent withdrawal).

Implementasi Standar PAUD Nomor 137 Tahun 2014 (Standar Isi, Pengelolaan, Sarana Prasarana) dalam Penyelenggaraan Pendidikan Anak Usia Dini Al-Qur’an (PAUDQU) di Kecamatan Parongpong Bandung Barat : Implementation of PAUD Standards Number 137 of 2014 (Content Standards, Management, Infrastructure) in the Implementation of Early Childhood Al-Qur'an Education (PAUDQU) in Parongpong District, West Bandung Adawiyah, Elis; Masnipal; Mubiar Agustin
TARBIYAH: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2024): TARBIYAH: Jurnal Pendidikan dan Pembelajaran
Publisher : Litera Academica Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

The presence of PAUDQu in Indonesia is increasingly widespread. All PAUD organizers, including PAUDQu, must be guided by National Education Ministerial Decree No. 137/2014. This research aims to determine the implementation of content, management and infrastructure standards based on Permendikbud No. 137/2014 in the implementation of PAUDQ. The method used is qualitative descriptive. The data source was obtained from respondents from PAUDQu institutions in Parongpong sub-district, West Bandung Regency. Data collection techniques using observation, interviews and documentation. The collected data was then analyzed using data triangulation techniques. This research concludes that the implementation of PAUDQu in implementing content standards and infrastructure standards is in accordance with PAUD Standards Permendikbud number 137 of 2014. However, in implementing management standards it is not yet in accordance with the Management Standards contained in Permendikbud number 137 of 2014 as it has not been fully implemented in the plan work and supervision.

Pengaruh Permainan Konstruktif Menggunakan Lego terhadap Peningkatan Kreativitas Anak Usia 5–6 Tahun Di TK Al Islam Kota Bandung Icha Agustina; Masnipal; Ikin Asikin
Bandung Conference Series: Early Childhood Teacher Education Vol. 5 No. 1 (2025): Bandung Conference Series: Early Chillhood Teacher Education
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i1.17792

Abstract. Early Childhood Education (PAUD) focuses on developing children's creativity and abilities through targeted play activities. This study aims to examine the influence of the use of constructive games, especially Lego, on the increase in creativity of 5-6 year old children in Al Islam Kindergarten, Bandung City. Using a quantitative method with a pretest-posttest experimental design, the study involved 20 children who were divided into experimental and control groups. Data was collected through the Figural Creativity Test (TKF) and analyzed using SPSS. The results showed that there was a significant improvement in the aspects of smoothness, flexibility, authenticity, and elaboration in the experimental group after treatment. The results of the study showed that there was a significant increase in creativity after the treatment of PKPK model Lego games at TK Al Islam. This conclusion emphasizes the importance of constructive games in increasing children's creativity in early childhood education, as well as providing recommendations for educators to integrate these games in the learning process. Abstrak. Pendidikan Anak Usia Dini (PAUD) berfokus pada pengembangan kreativitas dan kemampuan anak melalui kegiatan bermain yang terarah. Penelitian ini bertujuan untuk mengkaji pengaruh penggunaan permainan konstruktif, khususnya Lego, terhadap peningkatan kreativitas anak usia 5-6 tahun di Taman Kanak-Kanak Al Islam, Kota Bandung. Menggunakan metode kuantitatif dengan desain eksperimen pretest-posttest, penelitian melibatkan 20 anak yang dibagi menjadi kelompok eksperimen dan kontrol. Data dikumpulkan melalui Tes Kreativitas Figural (TKF) dan dianalisis menggunakan SPSS. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan pada aspek kelancaran, kelenturan, keaslian, dan elaborasi di kelompok eksperimen setelah perlakuan. Hasil penelitian menunjukkan terdapat peningkatan kreativitas yang signifikan setelah diberikannya treatment permainan Lego model PKPK di TK Al Islam. Kesimpulan ini menegaskan pentingnya permainan konstruktif dalam meningkatkan kreativitas anak di PAUD, serta memberikan rekomendasi bagi pendidik untuk mengintegrasikan permainan ini dalam proses pembelajaran.

Minat Belajar Matematika pada Anak Usia Dini Ketika Menggunakan Metode Funcalistung Cahaya Indonesia Vania Hasna Lutfiyah; Masnipal; Fitroh Hayati
Bandung Conference Series: Early Childhood Teacher Education Vol. 5 No. 1 (2025): Bandung Conference Series: Early Chillhood Teacher Education
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i1.18097

Abstract. Beginning math is a basic learning concept of mathematics that is introduced to early childhood. There are still many early childhood educators who do not understand the methods of teaching early math. One of the learning methods that can introduce early math to children is the Indonesian Light Funcalistung Method. The purpose of this study is to analyze the interest in learning mathematics in early childhood when using the Cahaya Indonesia Funcalistung Method. This research is a descriptive qualitative research. This research involved teachers as informants. Data were collected through observation, interviews and documentation. Data analysis techniques consist of data collection, data reduction, data presentation and conclusion drawing. Based on the results of the study, it was found that; (1) children showed high interest in recognizing the concept of numbers and numbers when using the Cahaya Indonesia Funcalistung Method, this can be seen from the children's enthusiasm for learning and feeling comfortable during the teaching and learning process; (2) children show a well-developed understanding of basic number concepts when using the Cahaya Indonesia Funcalistung Method, this can be seen from their high enthusiasm in sorting numbers correctly; and (3) children show a high interest in learning the concept of adding when using the Cahaya Indonesia Funcalistung Method, this can be seen from the children's high activeness and enthusiasm to ask questions and carry out instructions with enthusiasm. This research implements one of the teacher's strategies in developing learning for early childhood. Abstrak. Matematika permulaan merupakan konsep pembelajaran dasar matematika yang diperkenalkan pada anak usia dini. Masih banyak pendidik anak usia dini yang belum memahami metode mengajar matematika permulaan. Salah satu metode pembelajaran yang dapat mengenalkan matematika permulaan pada anak adalah Metode Funcalistung Cahaya Indonesia. Tujuan penelitian ini adalah untuk menganalisis minat belajar matematika pada anak usia dini ketika menggunakan Metode Funcalistung Cahaya Indonesia. Penelitian ini merupakan penelitian kualitatif deskriptif. Penelitian ini melibatkan guru sebagai informan. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Teknik analisis data terdiri dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian diperoleh bahwa; (1) anak menunjukkan minat yang tinggi dalam mengenal konsep angka dan bilangan ketika menggunakan Metode Funcalistung Cahaya Indonesia, hal ini dapat dilihat dari antusiasme anak untuk belajar dan merasa nyaman selama proses belajar mengajar; (2) anak menunjukkan pemahaman konsep dasar angka yang sudah berkembang dengan baik ketika menggunakan Metode Funcalistung Cahaya Indonesia, hal ini dapat dilihat dari semangat tinggi mereka dalam mengurutkan angka dengan benar; dan (3) anak menunjukkan minat yang tinggi dalam belajar konsep menjumlah ketika menggunakan Metode Funcalistung Cahaya Indonesia, hal ini dapat dilihat dari keaktifan dan antusiasme anak yang tinggi untuk bertanya dan melaksanakan instruksi dengan semangat. Penelitian ini berimplementasi menjadi salah satu strategi guru dalam mengembangkan pembelajaran bagi anak usia dini.

Pengelolaan Esktrakurikuler Mewarnai Dan Kaligrafi Dalam Meningkatkan Prestasi Nonakademik Siswa MDTA Nurul Hidayah Atika Zahro Aauliya; Masnipal
Jurnal Riset Pendidikan Agama Islam Volume 5, No. 1, Juli 2025, Jurnal Riset Pendidikan Agama Islam (JRPAI)
Publisher : UPT Publikasi Ilmiah Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/jrpai.v5i1.6580

Abstract. This research is motivated by the importance of developing students' non-academic potential as a form of balance between academic and non-academic achievements. MDTA Nurul Hidayah has extracurricular programs in coloring and calligraphy to improve students' non-academic achievements. Based on this, the research questions are formulated as follows: (1) How is the planning and management of the coloring and calligraphy extracurricular program? (2) How is the implementation of the coloring and calligraphy extracurricular program? (3) How is the evaluation conducted in the management of the coloring and calligraphy extracurricular program? (4) What challenges are faced in managing the coloring and calligraphy extracurricular program?. This study uses a qualitative approach with a case study method. Data is collected through interviews, observations, and documentation. The data analysis technique used is descriptive analysis, consisting of data reduction, data presentation, and conclusion drawing. The results show that the program planning is well conducted through problem diagnosis, goal setting, and evaluation planning. The program is implemented as planned, supported by the head of MDTA, the curriculum coordinator, and the availability of facilities. Evaluation is carried out regularly once a month. Success factors of the program include parental support, enrichment books, student interest, and teacher attention. Challenges include limited equipment, long training duration, and difficulty in controlling students' moods. Abstrak. Penelitian ini dilatar belakangi oleh pentingnya pengembangan potensi nonakademik siswa sebagai bentuk keseimbangan antara prestasi akademik dan nonakademik. MDTA Nurul Hidayah memiliki program ekstrakurikuler mewarnai dan kaligrafi untuk meningkatkan prestasi nonakademik siswa. Berdasarkan fenomena tersebut, rumusan masalah dalam penelitian ini yaitu: (1) Bagaimana perencanaan pengelolaan program ekstrakurikuler mewarnai dan kaligrafi? (2) Bagaimana pelaksanaan program ekstrakurikuler mewarnai dan kaligrafi? (3) Bagaimana evaluasi yang dilakukan dalam pengelolaan program ekstrakurikuler mewarnai dan kaligrafi? (4) Apa saja kendala yang dihadapi dalam pengelolaan program ekstrakurikuler mewarnai dan kaligrafi?. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Teknik analisis data pada penelitian ini yakni analisis deskriptif dengan tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa perencanaan program dilakukan dengan baik melalui diagnosis masalah, penetapan tujuan, dan perencanaan evaluasi. Pelaksanaan program berjalan sesuai rencana, yang didukung oleh kepala madrasah MDTA, koordinator kurikulum, dan tersedianya sarana prasarana. Evaluasi dilakukan secara rutin sebulan sekali. Faktor keberhasilan program meliputi dukungan orang tua, buku pengayaan dan minat siswa. Kendala yang dihadapi mencakup keterbatasan alat, durasi latihan yang panjang, dan kesulitan mengontrol mood siswa.

Peran Kepala Sekolah dalam Peningkatan Kegiatan Pembelajaran Literasi Numerasi Anak Usia Dini Fazri Aim’mah; Masnipal; Sobar Al Ghazal
Jurnal Riset Pendidikan Guru Paud Volume 5, No. 1, Juli 2025, Jurnal Riset Pendidikan Guru Paud (JRPGP)
Publisher : UPT Publikasi Ilmiah Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/jrpgp.v5i1.6605

Abstrak. Terdapat satu sekolah di daerah cileunyi dimana sekolah tersebut baru mengadakan perubahan yang awalnya TPA menjadi TK oleh sebab itu masih belum memenuhi SDM yang sesuai dengan ketentuan, guru-guru disana belum memenuhi kualifikasi S1 PAUD tetapi hanya kepala sekolah saja yang memenuhi kualifikasi S1 PAUD selebihnya hanya lulusan SMA. Oleh karena itu di TK tersebut masih mengalami proses transisi perubahan dari sekolah non formal menjadi formal. Hingga akhirnya kegiatan dalam pengajaran literasi numerasi pun masih rendah dengan ada nya sebagian anak yang belum memahami dan mengerti tentang literasi numerasi atau matematika sederhana. Tujuan dari penulisan ini untuk mengetahui upaya apa saja yang harus diimplementasikan oleh kepala sekolah dalam mengoptimalisasikan kemampuan literasi numerasi pada anak usia dini. Metode penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian Deskriptif. Teknik pengumpulan data menggunakan wawancara dan observasi. Sumber data penelitian meliputi kepala sekolah dan guru. Dari hasil penelitian bahwa sekolah mendukung program literasi numerasi dengan memberikan pelatihan kepada guru dalam mengajarkan literasi numerasi kepada anak, pelatihannya berupa metode pengajaran, penggunaan alat peraga dan pengembangan kurikulum. Pembuatan modul ajar melalui beberapa tahap seperti menganalisis kebutuhan anak, merancang materi dan aktivitas yang akan dilakukan oleh anak sesuai dengan pekembangannya. Literasi numerasi yang diajarkan kepada anak berupa literasi numerasi sederhana, dengan mengenalkan konsep bilangan menggunakan media visual dan alat peraga agar kegiatan pembelajaran menjadi lebih menyenangkan dan menarik. Guru berperan sebagai fasilitator yang mencontohkan kepada anak, memotivasi anak dan merancang aktivitas pembelajaran seperti kegiatan pembelajaran, skenario, modul dan perkembangan anak. Literasi numerasi ini mengarkan anak untuk mengetahui operasi matematika dasar sederhana dengan menyenangkan menggunakan media. Abstract. There is a school in the Cileunyi area that recently underwent a transition from a childcare center (TPA) to a kindergarten (TK). Due to this change, the school has not yet met the required human resource qualifications. Currently, only the principal holds a bachelor's degree in early childhood education (S1 PAUD), while the rest of the teachers are only high school graduates. As a result, the school is still in the process of transitioning from a non-formal to a formal educational institution. Consequently, the teaching of literacy and numeracy remains underdeveloped, with some children still struggling to understand basic literacy and numeracy concepts, including simple mathematics. The purpose of this study is to identify the strategies that the principal should implement to optimize early childhood literacy and numeracy skills. This research adopts a qualitative approach with a descriptive research method. Data collection techniques include interviews and observations. The research subjects consist of the principal and teachers. The findings reveal that the school supports literacy and numeracy programs by providing training for teachers on how to teach literacy and numeracy effectively to children. The training includes teaching methods, the use of teaching aids, and curriculum development. The creation of teaching modules involves several stages, such as analyzing children's needs, designing materials, and planning activities that align with children's developmental stages. The literacy and numeracy education provided focuses on basic concepts, introducing numbers through visual media and teaching aids to make learning more engaging and enjoyable. Teachers act as facilitators by demonstrating concepts to children, motivating them, and designing learning activities, including lesson plans, scenarios, modules, and tracking children's progress. This literacy and numeracy approach helps children grasp fundamental mathematical operations in a fun and interactive way using various media.

Implementasi Kurikulum Merdeka Belajar-Bermain Berbasis Buku dalam Meningkatkan Literasi Baca Tulis Anak Fahira Aliyarahma Az-Zahra; Masnipal; Fitroh Hayati
Jurnal Riset Pendidikan Guru Paud Volume 5, No. 1, Juli 2025, Jurnal Riset Pendidikan Guru Paud (JRPGP)
Publisher : UPT Publikasi Ilmiah Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/jrpgp.v5i1.6621

Abstrak. Implementasi Kurikulum Merdeka Belajar-Bermain Berbasis Buku di TK Kemala Bhayangkari 39 menunjukan bahwa beberapa anak menjadi lebih aktif dan mudah berosialisasi dengan teman-teman yang lainnya. Hal ini disebabkan karena kegiatan yang dilakukan dalam pembelajaran bermain berbasis buku ini dilakukan dengan perasaan senang, tanpa paksaan, namun memiliki pola-pola yang diharapkan mampu menciptakan hasil guna perkembangan baik bagi diri anak. Berdasarkan fenomena tersebut, maka permasalahan dari penelitian ini yaitu bagaimana implementasi kurikulum merdeka belajar-bermain berbasis buku di TK ini. Tujuan dari penelitian ini untuk mengetahui implementasi kurikulum merdeka belajar-bermain berbasis buku. Metode penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian Deskriptif. Teknik pengumpulan data menggunakan wawancara dan observasi. Sumber data penelitian meliputi kepala sekolah dan guru. Dari hasil penelitian menunjukan bahwa perencanaan kurikulum merdeka belajar-bermain berbasis buku diawali dengan pelatihan guru untuk menciptakan pengalaman belajar yang menyenangkan dan bermakna bagi anak-anak, lalu perencanaanya dimulai dengan mengidentifikasi kebutuhan anak, Menyusun rencana yang mencakup buku dan aktivitas bermain, lalu doterapkan di kelas. Guru berperan sebagai fasilitator yang merancang aktivitas belajar, motivasi anak, dan menilai perkembangan. Kurikulum merdeka mengutamakan fleksibilitas, kreativitas, dan pendekatan menyenangkan untuk mendukung perkembangan literasi anak. Abstract. The implementation of the Book-Based Independent Learning-Play Curriculum at Kemala Bhayangkari 39 Kindergarten shows that some children have become more active and find it easier to socialize with other friends. This is because the activities carried out in book-based play learning are carried out with a feeling of enjoyment, without coercion, but have patterns that are expected to be able to create results for good development for the child. Based on this phenomenon, the problem of this research is how to implement the book-based independent learning-play curriculum in kindergarten. The aim of this research is to determine the implementation of the book-based independent learning-to-play curriculum. This research method uses a qualitative approach with descriptive research methods. Data collection techniques use interviews and observation. Research data sources include school principals and teachers. The results of the research show that planning for a book-based independent learning-to-play curriculum begins with teacher training to create a fun and meaningful learning experience for children, then the planning begins with identifying children's needs, drawing up a plan that includes books and play activities, then implementing it in class. The teacher acts as a facilitator who designs learning activities, motivates children, and assesses development. The independent curriculum prioritizes simplicity, creativity and a fun approach to support children's literacy development.

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