ANALISIS PENGELOLAAN SEKOLAH DAN IMPLEMENTASI ANAK USIA DINI DI TK PEMBINA

Abstract

ABSTRAK

Penelitian ini bertujuan untuk memeriksa pengelolaan sekolah dan pelaksanaan program Pendidikan Anak Usia Dini (PAUD) di TK Pembina. Pengelolaan sekolah yang efektif sangat penting untuk meningkatkan kualitas layanan pendidikan bagi anak usia dini, dan mencakup semua aspek perencanaan, pengorganisasian, pelaksanaan, pengawasan, dan evaluasi program pembelajaran. Studi ini menggunakan metodologi kualitatif dan deskriptif. Data dikumpulkan melalui studi dokumentasi, wawancara dengan guru dan kepala sekolah, dan observasi. Analisis data melibatkan tahapan reduksi data, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengelolaan sekolah di TK Pembina telah dilaksanakan sesuai dengan fungsi manajemen, meskipun masih terdapat beberapa kendala, seperti keterbatasan sarana dan prasarana, pengembangan kompetensi pendidik, serta partisipasi orang tua yang belum optimal. PAUD di TK Pembina berarti kurikulum yang relevan dengan menerapkan pembelajaran yang berpusat pada anak melalui kegiatan bermain yang edukatif, pengembangan karakter, dan mendorong semua aspek perkembangan anak. Komitmen kepala sekolah, dukungan masyarakat, dan kemampuan guru merupakan faktor pendukung implementasi, sedangkan faktor penghambat termasuk jumlah sumber daya dan fasilitas yang terbatas. Studi ini menemukan bahwa pengelolaan sekolah yang baik meningkatkan keberhasilan pelaksanaan PAUD di TK Pembina. Oleh karena itu, untuk meningkatkan layanan pendidikan anak usia dini, diperlukan peningkatan kualitas manajemen sekolah, peningkatan kapasitas pendidik, dan kolaborasi yang lebih erat antara sekolah, orang tua, dan masyarakat.

ABSTRACT

This study aims to examine school management and the implementation of the Early Childhood Education (ECE) program at TK Pembina. Effective school management plays a crucial role in improving the quality of educational services for young children. It encompasses all aspects of planning, organizing, implementing, supervising, and evaluating educational programs. This study employed a qualitative descriptive research approach. Data were collected through documentation studies, interviews with teachers and the principal, and direct observations. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing.

The findings indicate that school management at TK Pembina has been implemented in accordance with management functions, although several challenges remain, including limited facilities and infrastructure, the need for continuous professional development for teachers, and less-than-optimal parental involvement. The implementation of the Early Childhood Education (ECE) program at TK Pembina is carried out through a curriculum that is relevant to children's developmental needs by applying child-centered learning through educational play activities, character development, and the stimulation of all aspects of child development. Supporting factors include the principal's commitment, community support, and teachers' competencies, while inhibiting factors include limited resources and inadequate facilities. The study concludes that effective school management contributes significantly to the successful implementation of the Early Childhood Education (ECE) program at TK Pembina. Therefore, improving the quality of school management, enhancing teachers' professional capacity, and strengthening collaboration among schools, parents, and the community are essential to improve the quality of early childhood education services.