Implementasi Manajemen Pembelajaran Proyek Berbasis Kurikulum Merdeka di Lembaga PAUD
Main Article Content
Abstract
Salah satu pilar utama dalam kurikulum merdeka yaitu pembelajaran yang dilaksanakan adalah Pembelajaran Berbasis Proyek. Berdasarkan hasil temuan permasalahan oleh tim pengabdi di lapangan terkait penerapan pembelajaran berbasis proyek, maka tim pengabdi melaksanakan pengabdian yang terkemas dalam kegiatan Diseminasi Best Practices kepada guru dan tenaga pendidikan TK Islam Permata Hati Surakarta. Metode pengabdian yang digunakan adalah Service Learning. Adapun tahapan yang dilakukan antara lain: Tahap 1 Pemetaan Kebutuhan,; Tahap 2 Sosialisasi Best Practices manajemen Project Based Learning (PjBL); Tahap 3. Inisiasi; Tahap 4. Implementasi manajemen Project Based Learning (PjBL);Tahap 5. Evaluasi hasil implementasi manajemen Project Based Learning (PjBL). Kegiatan pengabdian yang dilakukan melalui diseminasi Best Practices ditujukan agar dapat memberikan kebaruan pengetahuan dan pemahaman para pendidik dan tenaga kependidikan di TK Islam Permata Hati, terkait Implementasi Manajemen Pembelajaran Proyek berbasis Kurikulum Merdeka di Lembaga PAUD. Lebih lanjut, dengan adanya diseminasi Best Practices ini, TK Islam Permata Hati mampu memperoleh stimulasi dan referensi untuk menuangkan ide-ide kreatifnya dalam upaya melakukan implementasi manajemen pembelajaran proyek berbasis kurikulum merdeka.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
M. A. Y. Sya’bani, “Pengembangan Kurikulum Pendidikan Agama Islam dalam Perspektif Pendidikan Nilai,” TAMADDUN, vol. 19, no. 2, p. 101, Nov. 2018, doi: 10.30587/tamaddun.v0i0.699.
S. W. Nasution, “Assesment Kurikulum Merdeka Belajar Di Sekolah Dasar,” Prosding Semin. Nas. Pendidik. Dasar, vol. 1, no. 1, pp. 135–142, 2021, doi: 10.34007/ppd.v1i1.181.
L. E. Retnaningsih and U. Khairiyah, “Kurikulum merdeka pada pendidikan anak usia dini,” SELING J. Progr. Stud. PGRA, vol. 8, no. 1, pp. 143–158, 2022, doi: 10.29062/seling.v8i2.1223.
C. N. Fadillah and H. Yusuf, “Analisis Kurikulum Merdeka Dalam Satuan Pendidikan Anak Usia Dini,” J. BUNGA RAMPAI USIA EMAS, vol. 8, no. 2, p. 120, Dec. 2022, doi: 10.24114/jbrue.v8i2.41596.
U. E. E. Rasmani et al., “Manajemen Pembelajaran Proyek pada Implementasi Kurikulum Merdeka di Lembaga PAUD,” J. Obs. J. Pendidik. Anak Usia Dini, vol. 7, no. 3, pp. 3159–3168, Jun. 2023, doi: 10.31004/obsesi.v7i3.4633.
D. E. Cahyaningrum and D. Diana, “Proyek Penguatan Profil Pelajar Pancasila sebagai Implementasi Kurikulum Merdeka di Lembaga PAUD,” J. Obs. J. Pendidik. Anak Usia Dini, vol. 7, no. 3, pp. 2895–2906, Jun. 2023, doi: 10.31004/obsesi.v7i3.4453.
N. Ardy Wiyani, “Merdeka Belajar untuk Menumbuhkan Kearifan Lokal Berbasis Nilai Pancasila pada Lembaga PAUD,” Antroposen J. Soc. Stud. Hum., vol. 1, no. 2, pp. 63–74, Dec. 2022, doi: 10.33830/antroposen.v1i2.3782.
A. Afandi et al., Metodologi Pengabdian Masyarakat, 1st ed., no. 1. 2022.
J. Boaler, “Learning from Teaching: Exploring the Relationship between Reform Curriculum and Equity,” J. Res. Math. Educ., vol. 33, no. 4, p. 239, Jul. 2002, doi: 10.2307/749740.
D. Efstratia, “Experiential Education through Project Based Learning,” Procedia - Soc. Behav. Sci., vol. 152, pp. 1256–1260, Oct. 2014, doi: 10.1016/j.sbspro.2014.09.362.
S. G. Safitri and C. Nisak Aulina, “Analisis Pemahaman Pendidik Anak Usia Dini Kelompok Usia 5-6 Tahun Terhadap Kurikulum Merdeka Belajar,” Murhum J. Pendidik. Anak Usia Dini, vol. 3, no. 2, pp. 76–87, Dec. 2022, doi: 10.37985/murhum.v3i2.131.
N. Farida and H. Rasyid, “The Effectiveness of Project-based Learning Approach to Social Development of Early Childhood,” in Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018), 2019, vol. 296, no. Icsie 2018, pp. 369–372. doi: 10.2991/icsie-18.2019.67.
W.-L. Shih and C.-Y. Tsai, “Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses,” Australas. J. Educ. Technol., vol. 152, pp. 1256–1260, Dec. 2016, doi: 10.14742/ajet.2884.
M. L. McAllister, “A Study Of Undergraduate Students Alternative Conceptions Of Earths Interior Using Drawing Tasks,” J. Astron. Earth Sci. Educ., vol. 1, no. 1, p. 23, Jan. 2015, doi: 10.19030/jaese.v1i1.9104.
N. F. K. Wardani, S. Sunardi, and S. Suharno, “Context-Based Thematic Teaching Materials to Improve Elementary Students’ Learning Achievements,” JPI (Jurnal Pendidik. Indones., vol. 9, no. 2, p. 193, Jun. 2020, doi: 10.23887/jpi-undiksha.v9i2.22822.
D. Kokotsaki, V. Menzies, and A. Wiggins, “Project-based learning: A review of the literature,” Improv. Sch., vol. 19, no. 3, pp. 267–277, Nov. 2016, doi: 10.1177/1365480216659733.
T.-T. Wu and Y.-T. Wu, “Applying project-based learning and SCAMPER teaching strategies in engineering education to explore the influence of creativity on cognition, personal motivation, and personality traits,” Think. Ski. Creat., vol. 35, no. 5, p. 100631, Mar. 2020, doi: 10.1016/j.tsc.2020.100631.
H.-C. Kuo, A.-J. Pan, C.-S. Lin, and C.-Y. Chang, “Let’s Escape! The Impact of a Digital-Physical Combined Escape Room on Students’ Creative Thinking, Learning Motivation, and Science Academic Achievement,” Educ. Sci., vol. 12, no. 9, p. 615, Sep. 2022, doi: 10.3390/educsci12090615.
A. S. Kennedy, E. Horne, K. Dolan, C. Herrera, N. Malutan, and K. Noetzel, “The Project Approach Meta-Project: Inquiry-Based Learning in Undergraduate Early Childhood Teacher Education,” Am. J. Educ. Res., vol. 3, no. 7, pp. 907–917, Jun. 2015, doi: 10.12691/education-3-7-15.
B. Manouchehri and E. A. Burns, “A ‘Participatory School’ in Iran: A Bottom-Up Learning Approach in a Top-Down Education System,” Educ. Urban Soc., vol. 55, no. 3, pp. 263–288, Mar. 2023, doi: 10.1177/00131245211048434.
K. Venugopal, “Project Approach to Learning in Early Childhood Education,” World J. Educ. Res., vol. 3, no. 1, p. 86, Mar. 2016, doi: 10.22158/wjer.v3n1p86.