REVOLUSI PENDIDIKAN USIA DINI (Kisah Implementasi MBKM di TK Marginal)

Authors

  • Duwiyanti Universitas PGRI Yogyakarta

DOI:

https://doi.org/10.24256/tunascendekia.v7i1.5502

Keywords:

Implementasi, MBKM, TK Marginal

Abstract

Implementasi Kurikulum Merdeka Belajar (MBKM) di Pendidikan Anak Usia Dini (PAUD) di daerah terpencil menghadapi tantangan signifikan, termasuk kesenjangan infrastruktur, keterbatasan sumber daya, dan kekurangan dalam pengembangan profesionalisme guru. Studi ini menunjukkan bahwa kesenjangan infrastruktur dan akses informasi menghambat adaptasi kurikulum baru dan penerapan pembelajaran jarak jauh. Kurangnya pelatihan berkelanjutan berdampak pada pemahaman guru mengenai MBKM, dan penyesuaian kurikulum dengan kearifan lokal sulit dilakukan karena kesiapan sekolah yang terbatas. Sebagai solusi, pendekatan holistik direkomendasikan, mencakup perbaikan infrastruktur, pengembangan sumber daya manusia, dan keterlibatan masyarakat. Kolaborasi antara sekolah dan masyarakat lokal dapat memperkaya pengalaman belajar dan memanfaatkan kearifan lokal. Pengembangan kreativitas dan kemandirian anak serta peningkatan kapasitas guru melalui pelatihan jarak jauh dan komunitas belajar profesional merupakan elemen kunci untuk keberhasilan MBKM. Studi ini menyimpulkan bahwa pendekatan komprehensif dan adaptif diperlukan untuk mengatasi tantangan dan meningkatkan kualitas pendidikan di PAUD daerah terpencil, sesuai dengan visi Kemendikbud (2020). Rekomendasi meliputi pengembangan infrastruktur, peningkatan kapasitas guru, adaptasi kurikulum berbasis lokal, dan penguatan kolaborasi.

References

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Published

2024-04-25

Issue

Vol. 7 No. 1 (2024): Tunas Cendekia

Section

Articles

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