Pembelajaran Guru PAUD Jabodetabek: Studi Terhadap Faktor-Faktor yang Mempengaruhi Pembelajaran Guru PAUD JABODETABEK Tahun 2014/2015

Fidesrinur Fidesrinur, Nurfadilah Nurfadilah, Nila Fitria

Abstract


Abstrak - Perkembangan pendidikan anak usia dini berkembang dengan pesat. Hal tersebut tentunya tidak lepas dari konteks pembelajaran yang dilakukan di lembaga PAUD. Konteks pembelajaran dipengaruhi oleh berbagai factor, (1)sarana prasarana,(2) tenaga pendidik, sekolah, (3) tenaga kependidikan, dan factor psikologis lainnya. Tujuan dari penelitian ini adalah untuk mengetahui factor-faktor yang mempengaruhi pembelajaran guru PAUD Jabodetabek. Penelitian ini bersifat deskriptif analitik, yaitu data dideskripsikan dengan menggunakan statistik deskriptif, dan dimaknai secara mendalam berdasarkan perspektif emik yaitu penyajian data secara alamiah tanpa melakukan suatu manipulasi atau perlakuan terhadap subjek yang diteliti serta diperkuat melalui triangulasi data melalui observasi dan wawancara pengurus dan pendidik PAUD, orang tua, dan masyarakat sekitar sekolah. Terdapat 21 lembaga PAUD dalam penelitian ini. Berdasarkan hasil penelitian dapat disimpulkan : pertama, terdapat 85% pembelajaran dilakukan dengan konteks pembelajaran klasikal, kedua, terdapat beberapa factor yang mempengaruhi pembelajaran guru PAUD, yaitu: (1) luas lahan yang tidak memenuhi standar (2) kompetensi pendidik yang kurang mengeksplore potensi anak didik (3) biaya pendidikan yang bersaing dengan lembaga PAUD lainnya dan (4) sarana prasarana yang sangat minim.

Kata Kunci: Penguasaan Pembelajran, Pendekatan Pembelajaran, Pendidikan Anak Usia Dini, Guru

Abstract - The development of early childhood education is growing rapidly. It certainly can not be separated from the context of learning conducted in PAUD institutions. The context of learning is influenced by various factors, (1) infrastructure, (2) educators, schools, (3) education personnel, and other psychological factors. The purpose of this study is to determine the factors that affect learning early childhood teachers Jabodetabek. This research is analytic descriptive, the data is described by using descriptive statistics, and interpreted in depth based on the perspective of emik is the presentation of data naturally without doing a manipulation or treatment of the subject under study and strengthened through triangulation of data through observation and interviews of PAUD administrators and educators, parents, and communities around the school. There are 21 PAUD institutions in this study. Based on the result of the research, it can be concluded that firstly, 85% of learning is done with the context of classical learning. Secondly, there are several factors influencing the learning of early childhood teachers: (1) the area of land that does not meet the standard (2) educative (3) educational costs that compete with other early childhood institutions and (4) infrastructure facilities are very minimal.

Keyword - Learning Mastery, Learning Approach, Early Childhood Education, Teacher


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DOI: http://dx.doi.org/10.36722/sh.v3i4.229

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