Implementation Of Project-Based Learning To Support Merdeka Curriculum In Raudhatul Atfhal Dau
Implementasi Pembelajaran Berbasis Proyek untuk Mendukung Kurikulum Merdeka di Raudhatul Atfhal Dau.
DOI:
https://doi.org/10.31849/dinamisia.v8i6.21386Keywords:
pjbl, kurikulum merdeka, raudhatul atfhalAbstract
Competencies that must be mastered by teachers include being able to apply learning models that are in accordance with the development of the educational curriculum. One of the learning models that supports the realization of kurikulum merdeka is a project-based learning model. Community service activities were carried out by involving Raudhatul Atfhal teachers of DAU District, stakeholders, and a team of experts as resource persons. The community service method used is the Community Based Research (CBR) method. The tools used in this activity are the RRA (Rapid Rural Appraisal) technique. The stages in this service activity refer to the CBR stages and are guided by the RRA technique. The activity partners are RA teachers in DAU District, but for the pilloting project, the assistance is carried out on 21 representative teachers from all RAs in DAU District. The results of service activities showed an increase in understanding that was seen in the results of the initial survey, as many as 5 teachers (23.8%) expressed their agreement, and 7 teachers (33.3%) stated that they quite agreed that the implementation of the PjBL model must incur large costs and can only be applied optimally by institutions that have adequate facilities. Meanwhile, the results of the final survey showed an increase in understanding, especially related to the technical understanding of PjBL in terms of utilizing the surrounding environment to save the cost of toys. In fact, the assessment related to the benefits of the information presented showed that 90% of the participants strongly agreed with the average answer reaching 4.9. These results can be interpreted as participants feeling a lot of benefits to the implementation of activities. Teachers who originally considered the merdeka curriculum with the PjBL learning model were complicated activities.
References
Alromaih, M. A., Elsayed, S. A., & Alibraheim, E. A. (2022). Study of Project-Based Learning to Improve the Instructional Design Process of Pre-service Early Childhood Teachers. International Journal of Information and Education Technology, 12(12), 1381–1389. https://doi.org/10.18178/ijiet.2022.12.12.1762
Badan Pusat Statistik. (2021). Kecamatan DAU dalam Angka. Badan Pusat Statistik Kabupaten Malang.
Çabuk, B., & Haktanir, G. (2010). What should be learned in Kindergarten? A project approach example. Procedia - Social and Behavioral Sciences, 2(2), 2550–2555. https://doi.org/10.1016/j.sbspro.2010.03.371
Cörvers, R., Wiek, A., Kraker, J. De, Lang, D. J., & Martens, P. (2016). Problem-Based and Project-Based Learning for Sustainable Development. 349–358. https://doi.org/10.1007/978-94-017-7242-6
Cudney, E., & Kanigolla, D. (2014). Measuring the Impact of Project-Based Learning in Six Sigma Education. March 2015, 37–41. https://doi.org/10.1080/19488289.2014.930546
Goldstein, O. (2016). Teacher Education & Development | Research Article A project-based learning approach to teaching physics for pre-service elementary school teacher education students. Cogent Education, 1–12. https://doi.org/10.1080/2331186X.2016.1200833
Hamidah, H., Rabbani, T. A. S., Fauziah, S., Puspita, R. A., Gasalba, reski A., & Nirwansyah. (2020). Hots-oriented module: project based learning.
Holm, M. (2011). PROJECT-BASED INSTRUCTION : A Review of the Literature on Effectiveness in Prekindergarten through 12th Grade Classrooms. Rivier Academic Journal, 7(2), 1–13.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Improving Schools Project-based learning : A review of the literature. https://doi.org/10.1177/1365480216659733
Sari, A. M., Suryana, D., Bentri, A., & Ridwan, R. (2023). Efektifitas Project Based Learning dalam Implementasi Kurikulum Merdeka di TK. Jurnal Basicedu, 7(1). https://doi.org/10.310 04/basicedu.v7i1-4390
Seefeldt, C., & Wasik, B. A. (2008). Early education: Three-, four-,and five-year-olds go to school (S. Darwin (ed.); Second). Pearson Education, Inc.
Sherly, Dharma, E., & Sihombing, H. B. (2020). Merdeka belajar: kajian literatur. UrbanGreen Conference Proceeding Library, 1.
Smith, R. K. (2010). Journal of Teaching in International Business A Case Study in Project-Based Learning : An International Partnership A Case Study in Project-Based Learning : October 2014, 37–41. https://doi.org/10.1080/08975930.2010.504464
Syafiqoh, I., Utanto, Y., & Setiawan, D. (2023). Adaptasi Kurikulum Taman Kanak-kanak Penggerak: Sebuah Strategi dari Daerah Pesisir. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1). https://doi.org/10.31004/obsesi.v7i1.4043
T.P COREMAP. (2006). Panduan Pengambilan Data dengan Metode Rapid Rural Apprasial (RRA) dan Participatory Rural Apprasial (PRA) (2nd ed.). Departemen Kelautan dan Perikanan.
Tobias, Campbell, G. (2015). Bringing Curriculum to Life Enacting Project-Based Learning in Music Programs. 39–47. https://doi.org/10.1177/0027432115607602
Yusuf, M., & Arfiansyah, W. (2021). Konsep “Merdeka Belajar” dalam Pandangan Filsafat Konstruktivisme. AL-MURABBI: Jurnal Studi Kependidikan Dan Keislaman, 7(2). https://doi.org/10.53627/jam.v7i2.3996 .
