Strategi Pemberdayaan Masyarakat dalam Pendirian Lembaga PAUD

Abstrak – Ketentuan tentang Pendidikan Anak Usia Dini (PAUD) sudah diatur dalam pasal 28 Undang-Undang Republik Indonesia Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional. Pada dasarnya banyak cara yang telah dilakukan Kementerian Pendidikan dan Kebudayaan untuk memperluas akses layanan PAUD bagi seluruh lapisan masyarakat, antara lain (1) bantuan pendirian/rintisan satuan PAUD baru, (2) bantuan pembangunan/penyediaan fasilitas PAUD, dan (3) penambahan satuan layanan PAUD yang sudah berjalan seperti TK/KB/TPA/SPS. Namun tentunya pemerintah tidak bisa bergerak sendiri, karena itu banyak lembaga atau yayasan lain yang ikut serta dalam upaya ini, salah satunya Yayasan Asih Foundation (YAF). Lembaga ini sudah berhasil memberdayakan masyarakat dalam hal pendirian dan pembinaan lembaga PAUD di seluruh Indonesia, termasuk di Jabotabek. Riset ini akan mendeskripsikan tentang strategi pemberdayaan yang diterapkan oleh Yayasan Asih Foundation. Metode penelitian yang digunakan adalah kualitatif, dengan subjek 3 sekolah di Jabotabek. Teknik pengumpulan data adalah wawancara dan observasi. Hasilnya menunjukkan bahwa pemberdayaan msyarakat yang dilakukan oleh Yayasan Asih Foundation berada di level messo. Lembaga PAUD dapat merasakan perubahan dan manfaat dari pembinaan yang diberikan oleh YAF meski pembinaan yang utama hanya berlangsung selama 2 tahun. PAUD binaan ini dapat mengembangkan diri Kata Kunci – Pendidikan Anak Usia Dini, Pembangunan Masyarakat, Pengembangan Masyarakat Abstract - The regulation on Early Childhood Education has been regulated in Article 28 of Law of the Republic of Indonesia Number 20 of 2003 on National Education system. Basically, many ways have been done by the Ministry of Education and Culture to expand access to early childhood education services for all levels of society, among others (1) support the establishment/ stub new Early Childhood Education unit, (2) help construction/provision of EDC facilities, (3) and the addition of early childhood services units such as TK / KB / TPA / SPS. But of course the government cannot move alone, therefore many institutions or other foundations that participate in this effort, one of the Asih Foundation. This institution has succeeded in empowering the community in terms of establishment and development of Early Childhood Education institutions across Indonesia, including in Jabotabek. This research is will described about strategy empowerment apllied by Asih Fondation. The research method used is qualitative, with the subject of 3 schools in Jabotabek.. Data collection techniques are interviews and observations. The results show that community empowerment conducted by Yayasan Asih Foundation is at the messo level. Early Childhood Education institutions can feel the changes and benefits of coaching provided by Asih Fondation even though the main coaching takes only 2 years. Early Childhood Education under supervisor of it can be developing themselves. Keywords - Early Childhood Education, Community Development, Community Empowerment

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TIGA PILAR KEBIJAKAN PEMERINTAH DALAM PEMBINAAN PAUD

Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini ◽

10.14421/jga.2016.12-05 ◽

2017 ◽

Vol 1 (2) ◽

pp. 57-66

Author(s):

Laelatul Istiqomah

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Urban Areas ◽

Strategic Plan ◽

Social Institution ◽

Teaching Staff ◽

Ministry Of Education ◽

National Education ◽

Childhood Education ◽

The Government

Various problems of Early childhood Education (ECD) in Indonesia is about the opportunity the acquisition of early childhood education have been uneven and is still concentrated in urban areas, lack of teachers and teaching staff in terms of quantity and quality, and there are still many learning-oriented on the wishes of the parents rather than on the needs of the child. Depart from the real conditions of the early childhood education, to lead the realization of educational system as a social institution is strong and authoritative, the government has issued the three pillars of government policy in early childhood education in the Strategic plan of the Ministry of National Education from 2009 to 2014, and now the government has fine-tune these policies in the Strategic Framework Ministry of Education and Culture of the 2014-2019 strategic plan (Strategic plan update)

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PENDIDIKAN KARAKTER DAN EKSISTENSI PEMUDA

Potret Pemikiran ◽

10.30984/pp.v19i2.728 ◽

2018 ◽

Vol 19 (2) ◽

Author(s):

Arhanuddin Salim

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Character Education ◽

Education System ◽

Tertiary Education ◽

National Development ◽

Learning System ◽

National Education ◽

Childhood Education ◽

National Education System

To realize the vision of national development, namely to realize a society of noble character, morality, ethics, culture and civilization based on the Pancasila philosophy, the national education system must be the main focus that must be addressed. Based on the functions and objectives of national education, it is clear that education at every level must be organized systematically to achieve that goal. This concerns the reality of education in educational units from early childhood education to tertiary education which is currently experiencing fading and degradation in terms of forming the character of its students. All of this is due to the absence of a learning system focused on the direction of the formation of superior character values. Keywords:education, character education, youth and the future of the nation Untuk mewujudkan visi pembangunan nasional, yaitu mewujudkan masyarakat berakhlak mulia, bermoral, beretika, berbudaya dan beradab berdasarkan falsafah Pancasila, maka sistem pendidikan nasional harus menjadi fokus utama yang harus dibenahi. Berdasarkan fungsi dan tujuan pendidikan nasional, jelas bahwa pendidikan di setiap jenjang, harus diselenggarakan secara sistematis guna mencapai tujuan tersebut. Hal ini menyangkut realitas pendidikan di dalam satuan pendidikan dari pendidikan usia dini sampai perguruan tinggi yang saat ini mengalami pemudaran dan degradasi dalam hal pembentukan karakter peserta didiknya. Semua ini disebabkan karena tidak adanya sistem pembelajaran yang terfokus pada arah pembentukan nilai-nilai karakter unggul. Kata Kunci:pendidikan, pendidikankarakter, pemuda dan masa depanbangsa

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Optimizing Management of Early Childhood Education in Community Empowerment

Journal of Nonformal Education ◽

10.15294/jne.v5i1.18532 ◽

2019 ◽

Vol 5 (1) ◽

pp. 89-96

Author(s):

Nunu Mahmaud Firdaus ◽

Ansori Ansori

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Community Empowerment ◽

Education Management ◽

The Public ◽

Childhood Education ◽

Study Approach ◽

The Government ◽

The Many ◽

Management Functions

Considering the low level of public knowledge about the importance of Early Childhood Education and the low quality of management and the lack of infrastructure (in the form of APE) as well as the many assumptions from the public that Early Childhood Education can only be reached by economically capable people causing lack of motivation to involving their children in the Early Childhood Education program, it is deemed necessary to carry out a study on the optimization of the management of non-formal Early Childhood Education programs held in the community, such as the SPS Early Childhood Education Cempaka which operates in RW 09 Ciwaruga Village, Bandung Regency West. Through the application of qualitative methods with a case study approach, the results of this study reveal that the management process still does not meet the standards required by the government as the organizing program for the Similar Early Childhood Education Unit (SPS) program. Therefore, the manager must be able to define and find ways to achieve all the objectives set through the effective implementation of management functions of Early Childhood Education management.

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Early Childhood Education Services in Manzini Region in Eswatini: Equality and Accessibility

International Journal of Social Learning (IJSL) ◽

10.47134/ijsl.v1i2.47 ◽

2021 ◽

Vol 1 (2) ◽

pp. 172-186

Author(s):

Sithulisiwe Bhebhe ◽

Ntokozo Vilakati

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Early Childhood Development ◽

Preschool Education ◽

Childhood Development ◽

Ministry Of Education ◽

Education Services ◽

Childhood Education ◽

The Government ◽

Privately Owned

Education services are meant for developing the cognitive capacities of all individuals, though this may vary with individuals given their variable genetic make-up. Early childhood education is one way in which children are developed for the future. This study sought to establish how early childhood education services were valued, made available and accessible to children in a developing country. Open-ended interviews and observations were the instruments used for data collection. Thematic analysis was the data analysis method used in this study. The findings of the study revealed that there were benefits in preschool education and that those learners who missed early childhood education were slow and took long to grasp concepts. The study also found that in the Kingdom of Eswatini not all children of early childhood going age go to school due to limited finances, poverty and sicknesses. The study concluded that privately-owned early childhood development centres are expensive and most parents could not afford the fees. The study recommended that the ministry should consider ECE and start funding preschool education and also provide a documented curriculum to ensure that children who attended preschool get the required skill as expected. The Ministry of Education needs to provide for ECE if they have to achieve their goal of providing equal and quality education to all Eswatini children. The ministry should be prepared to build more preschools, to at least see each primary school having a preschool owned by the government linked to it

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PENGEMBANGAN LEMBAGA PAUD MELALUI IMPLEMENTASI MANAJAMEN BERBASIS SEKOLAH

Adaara: Jurnal Manajemen Pendidikan Islam ◽

10.35673/ajmpi.v8i1.419 ◽

2019 ◽

Vol 8 (1) ◽

pp. 797-815

Author(s):

NURHASANAH R Nurhasanah R ◽

FAJRI DWIYAMA

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Family Involvement ◽

Management Approach ◽

Or Education ◽

National Education ◽

Childhood Education ◽

School Based ◽

School Based Management ◽

The Government

Abstract. The existence of early childhood education institutions in Indonesia has received special attention from the government as the initial foundation to build reliable human resources. But in its journey, the institution was confronted with quite a number of serious problems such as: First, the level of teacher education where only 23.06 percent had a bachelor degree, while according to the National Education Standards, PAUD teachers should have both formal and non-formal minimum S.1 PAUD, Psychology, or Education. Second, the problem of the quality of PAUD institution programs. Third, there is still one third of children aged 3-6 years who have not received PAUD services. Fourth, family involvement that is not in line with PAUD institutions. Fifth, PAUD learning which is supposed to be 80 percent building attitudes, is currently focusing on learning to read and write in an academic nuance. Sixth, problems with education investment.Seventh, nutrition problems and eighth, namely the status of non-formal PAUD teachers who have not been considered as teachers. Seeing so many problems in the management of PAUD institutions, a management approach is needed to deal with these problems. Recommended alternative problem solving is school-based management. This paper only expresses in outline to attract the interest of managers of early childhood education institutions to learn more about the implementation of school-based management.

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Bimbingan dan Konseling Pada Lembaga Pendidikan Anak Usia Dini

Indonesian Journal of Educational Counseling ◽

10.30653/001.201821.17 ◽

2018 ◽

Vol 2 (1) ◽

pp. 31-42

Author(s):

Edris Zamroni

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Government Regulation ◽

Guidance And Counseling ◽

Education Standards ◽

National Education ◽

Childhood Education ◽

National Education System ◽

Education Personnel ◽

Derivatives Of

GUIDANCE AND COUNSELING IN EARLY CHILDHOOD EDUCATION. Implementation of guidance and counseling in early childhood education institutions is a necessity. The juridical strengthening of guidance and counseling as part of education that can also touch early childhood education institutions starting from the issuance of Law no. 20 of 2003 on the National Education System, followed by various derivatives of other regulations such as Government Regulation No. 19/2005 on National Education Standards, Government Regulation Number 74 Year 2008 on Teachers and Education Personnel, Permendiknas Number 27 Year 2008 to Permendikbud Number 111 Year 2014 on Guidance and Counseling on Primary and Secondary Education. Scientifically guidance and counseling study about human development holistically so relevant to the main purpose of early childhood education with the orientation of child development facilitation. This paper examines the relevance of scientific guidance and counseling to be implemented in early childhood education institutions and the legal basis that reinforces the practice.

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Manajemen Pengembangan Kecerdasan Majemuk Melalui Metode Pemberlajaran Quantum Pada Anak Usia Dini

FALASIFA : Jurnal Studi Keislaman ◽

10.36835/falasifa.v9i2.117 ◽

2018 ◽

Vol 9 (2) ◽

pp. 35-48

Author(s):

Ach Syaikhu

Keyword(s):

Early Childhood ◽

Golden Age ◽

Teaching Method ◽

Education Institution ◽

Government Policies ◽

Social Emotional ◽

National Education ◽

Childhood Education ◽

National Education System ◽

The Republic

Management in developing potential (plural intelligence) Early Childhood (AUD) is very important to do. Called Early Childhood, namely children aged 0-6 years. At an early age is a golden age (Golden Age) where during this period the child's process will experience development in itself, both hysical, intellectual, social emotional and language. An understanding of the importance of early childhood has an impact on current government policies. One of these policies is the Republic of Indonesia Law Number 20 of 2003 concerning the National Education system. Basically, almost every early childhood education institution has applied quantum learning ethods, a teaching method where each teacher will enter the world of students so that students feel comfortable and are not faced with the risk of failure in the learning process.

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Effect of Early Childhood Education on Socio-Economic Transformation of Communities in Rwanda

Journal of Education ◽

10.53819/81018102t5041 ◽

2022 ◽

Vol 5 (1) ◽

pp. 11-27

Author(s):

Mukamana Claudete ◽

◽

Dr. Mukamazimpaka Marie Claire ◽

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Basic Education ◽

Target Population ◽

Economic Transformation ◽

Ministry Of Education ◽

Childhood Education ◽

Governmental Organizations ◽

Non Governmental Organizations ◽

The Government

The effective provision of basic education in Rwanda increases the competition level among graduates which promotionally improves the socio-economic transformation of communities. The purpose of this study therefore was to establish the effect of early childhood education on socio-economic transformation of communities in Nyamasheke district in Rwanda. The target population was 368 respondents that provided the sample size of 192 got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. Correlation research design was also employed. The study findings revealed there is 31% of accessibility of ECE able to affect the level of socio-economic transformation of communities as indicated by the R square = .310 and the remaining 69% of socio-economic transformation of communities can be affected by other factors. However, it was found that, there is a statistically significant moderate relationship between accessibility ECE and socio-economic transformation of communities (P=.000 and r = .555). The study recommended the ministry of education which represents the government in the sector of Education should provide the adequate infrastructures of ECE schools in Nyamasheke district to improve and make easy accessibility of ECE in the area thus also increase the literacy level. The non-governmental organizations should invest more in ECE of Nyamasheke district in order to develop youth who are competent and able to compete at the labour market. Keywords: Early Childhood Education, Socio-economic transformation, Communities

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Assessment in New Zealand Early Childhood Education: A Foucauldian Analysis

10.26686/wgtn.16985422.v1 ◽

2021 ◽

Author(s):

◽

Emma Buchanan

Keyword(s):

Early Childhood ◽

New Zealand ◽

Early Childhood Education ◽

Assessment For Learning ◽

Ministry Of Education ◽

Childhood Education ◽

Narrative Assessment ◽

Regulatory Effects ◽

The Government ◽

Foucauldian Analysis

This thesis aims to problematise and denaturalise the current dominant, empowerment infused early childhood education (ece) assessment discourse in Aoteaora New Zealand through a Foucauldian discourse analysis. It addresses a two-part question: How is contemporary ece assessment constructed in New Zealand, and, what is effected by this construction? Texts about contemporary ece assessment in New Zealand written by local ece scholars and practitioners as well as narrative assessment examples drawn from the Ministry of Education (2004) Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars resource provide data for the analysis. The analysis is conducted in procedurally specified as well as open, associative, and playful modes. Contemporary ece assessment in New Zealand is found to be constructed as a new, post-developmental, morally desirable and secular salvation practice that is underpinned by principles of social justice, plurality and diversity. However, a consideration of key discursive truth-objects and their mobilisation within narrative assessments suggests that ece assessment may be implementing a boundless and normalising regime for the government of selves and others, and producing significant regulatory effects for children, teachers and whānau/ family. It is argued that ece assessment, as a technology of government, works to construct self responsible, self optimising, and permanently performing child-subjects. Such norms for self government map closely onto those that are promoted within neoliberal governmentalities. Ece assessment can therefore, at least in part, be understood as both a technique and effect of neoliberal rationalities of government. The ongoing status and dominant construction of ece assessment as an empowering, socially just practice is seen to be problematic. It stifles debate about early childhood spaces, and it is implicated in the constraint of multiple possibilities for the government of selves and others.

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