Authors :
Ayu Mustika Sari; Alchonity Harika Fitri; Nurhizrah Gistituati; Alwen Bentri
Volume/Issue :
Volume 6 - 2021, Issue 12 - December
Google Scholar :
http://bitly.ws/gu88
Scribd :
https://bit.ly/3JagQX2
DOI :
https://doi.org/10.5281/zenodo.5995599
Abstract :
This study aims to explore the application of
the concept of Independence of Playing in the 2013
Curriculum in an Early Childhood Education (PAUD),
using a descriptive-qualitative method. The data
collection was carried out using interview instruments,
questionnaires, and direct observation to institutions to
see the teaching and learning process and conduct
documentation. The data analysis used was triangulation,
by performing several stages, namely reducing the data
obtained, presenting the data, and drawing conclusions
or verification. The results show that the implementation
of the Independence of Playing in the 2013 Curriculum,
beginning with the preparation of the Semester Program,
Weekly Learning Implementation Plans (lesson plan),
Daily Learning Implementation Plans, and Assessment
Planning which are carried out at the beginning of the
school year when preparing the 2013 PAUD Education
Unit Level Curriculum at PAUD Islam Terpadu Yadiaksa.
The teaching and learning process with Independence of
Playing is carried out when stepping before playing,
playing activities, and communicating stages. The
stakeholder of PAUD Islam Terpadu Yadiaksa, the
principal, and the teachers work together in designing
learning tools. After the unit-level curriculum is
completed, educators and educational staff take part in
the Training for the Implementation of Independence of
Playing. All development of themes and sub-themes that
have been selected must be by the concept of
Independence of Playing for children. The assessment is
carried out in the form of observation, portfolio.
Keywords :
implementation, Independence of Playing in Curriculum 2013, early childhood education
This study aims to explore the application of
the concept of Independence of Playing in the 2013
Curriculum in an Early Childhood Education (PAUD),
using a descriptive-qualitative method. The data
collection was carried out using interview instruments,
questionnaires, and direct observation to institutions to
see the teaching and learning process and conduct
documentation. The data analysis used was triangulation,
by performing several stages, namely reducing the data
obtained, presenting the data, and drawing conclusions
or verification. The results show that the implementation
of the Independence of Playing in the 2013 Curriculum,
beginning with the preparation of the Semester Program,
Weekly Learning Implementation Plans (lesson plan),
Daily Learning Implementation Plans, and Assessment
Planning which are carried out at the beginning of the
school year when preparing the 2013 PAUD Education
Unit Level Curriculum at PAUD Islam Terpadu Yadiaksa.
The teaching and learning process with Independence of
Playing is carried out when stepping before playing,
playing activities, and communicating stages. The
stakeholder of PAUD Islam Terpadu Yadiaksa, the
principal, and the teachers work together in designing
learning tools. After the unit-level curriculum is
completed, educators and educational staff take part in
the Training for the Implementation of Independence of
Playing. All development of themes and sub-themes that
have been selected must be by the concept of
Independence of Playing for children. The assessment is
carried out in the form of observation, portfolio.
Keywords :
implementation, Independence of Playing in Curriculum 2013, early childhood education
