Community Based Early Childhood Education Management
DOI:
https://doi.org/10.24269/ijpi.v5i2.2667Abstract
This study aims to find theories about community-based Kindergarten educational institutions management. Data were collected objectively, not influenced by observers' wishes, using questionnaires, interviews, observation sheets, and interview guides. Data validation used data triangulation method between researchers, practitioners, namely the headmasters, teachers, school committees, parents of students, and community leaders involved in Kindergarten in Kebumen Regency. Pragmatically, this study found a theory about the functions and implementation of Kindergarten that are managed professionally with support and community participation. The organization of Kindergarten educational institution organizers carried out based on the job description, the meaning is between schools, communities, and parents have their roles, functions and responsibilities based on a joint decision with increasing the growth and development of Kindergarten (Raudhlatul Athfal) professionally and competitive. Educational institution development program of Kindergarten starts with the community's idea, carried out by teacher under community supervision, and the community evaluates the results. The community functions as the facilitator of building's physical development program, completeness of facilities and other infrastructure as well as the quality development program for Kindergarten educational institution professionally.
Penelitian ini bertujuan untuk menemukan teori tentang manajemen lembaga pendidikan TK berbasis masyarakat. Data dikumpulkan secara obyektif, tidak dipengaruhi oleh keinginan pengamat, menggunakan kuesioner, wawancara, lembar observasi, dan panduan wawancara. Validasi data menggunakan metode triangulasi data antara peneliti, praktisi, yaitu kepala sekolah, guru, komite sekolah, orang tua siswa, dan tokoh masyarakat yang terlibat di Taman Kanak-kanak di Kabupaten Kebumen. Secara pragmatis, penelitian ini menemukan teori tentang fungsi dan implementasi TK yang dikelola secara profesional dengan dukungan dan partisipasi masyarakat. Organisasi penyelenggara lembaga pendidikan TK dilaksanakan berdasarkan uraian tugas, artinya antara sekolah, masyarakat, dan orang tua memiliki peran, fungsi dan tanggung jawab mereka sendiri berdasarkan keputusan bersama dengan meningkatkan pertumbuhan dan perkembangan Taman Kanak-Kanak (Raudhlatul Athfal) secara profesional dan kompetitif . Program pengembangan lembaga pendidikan TK dimulai dengan gagasan masyarakat, dilaksanakan oleh guru di bawah pengawasan masyarakat, dan hasilnya dievaluasi oleh masyarakat. Komunitas ini berfungsi sebagai fasilitator program pembangunan fisik bangunan, kelengkapan fasilitas dan infrastruktur lainnya, serta program pengembangan kualitas untuk lembaga pendidikan TK secara profesional.
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Anwas, O. M. (2012). Model PAUD Posdaya Sebagai Alternatif Pelaksanaan Pendidikan anak usia dini Berbasis Masyarakat. Jurnal Pendidikan Dan Kebudayaan, 18(3).
Arikunto, S. (2014). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Asmuni, J. M. (2012). Manajemen Strategi TK/RA. Yogyakarta: Diva Press.
B, U. G. (2004). Karya Terjemahan :Profesional Development for Educational Manajemen. Jakarta: PT Grasindo.
Bungin, B. (2003). Analisa Data Penelitian Kualitatif : Pemahaman Filosofis dan Metodologis ke Arah Penguasaan Model Aplikas. Jakarta: PT Raja Grafindo Persada.
Fuad, N. (2014). Manajemen Pendidikan Berbasis Masyarakat, Konsep dan Strategi Implementasi. Jakarta: PT Raja Grafindo Persada.
Handyside, Murray, and M. (2012). Learning Together, Teachers and Families as Learning Communities, Joeenal of Emerging Trend in Educational Research and Policy Studies.
Helnawati. (2015). Mengenal dan Memahami PAUD. Bandung: PT Rosdakarya.
Ikhwan, A. (2017a). Development Of Quality Management Islamic Education In Islamic Boarding School (Case Study Madrasah Aliyah Ash Sholihin). Al-Hayat: Journal of Islamic Education, 01(01), 1–27.
Ikhwan, A. (2017b). Metode Simulasi Pembelajaran dalam Perspektif Islam. Istawa: Jurnal Pendidikan Islam, 2(2), 1–34. https://doi.org/10.24269/ijpi.v2i2.623
Ikhwan, A., Fahriana, A. S., Musyarapah, Mukhlis Fahruddin, M., & Jaelani, D. I. (2019). Innovation of Islamic Education Through the Implementation of Mandatory Program Madrasah Diniyah ( Non-Formal Religious Education Institutions ) In Formal Institution. In International Conference in Life, Innovation, Change, and Knowladge (ICLICK 2018) (Vol. 203, pp. 320–323). Atlantis Press. https://doi.org/https://doi.org/10.2991/iclick-18.2019.66
J, L. (2011). Putting the Pieces Together: Community Efforts to Support Our Yourgest Children 0-8, A Report on the Early Learning Comunitties Initiative.
Kemdikbud RI. (2014). Permendikbud RI nomor 146 tahun 2014 tentang Kurikulum 2013 Pendidikan Anak Usia Dini. Jakarta: Kemdikbud RI.
Khaidir. (2015). Pendidikan Berbasis Akidah Pada TK Islam Terpadu Az-Zahira Meulaboh: Implementasi Model Evaluasi Goal Oriented Pendekatan Robert L. Hammond. DIDAKTIKA, 16(1), 61–90.
L, M. (2012). Parent Involvement in Early Childhood Care Educational : A, Study. International Joernal of Psychology and Behavioral Sciences, 2(2), 22–27.
Lalo, K. (2019). Menciptakan Generasi Milenial Berkarakter dengan Pendidikan Karakter guna Menyongsong Era Globalisasi. STIK – PTIK.
Martirano, M. J. (2015). Building Community and School Partnerships for Student Success A Resource Guide for West Virginia Office of Special Programs. West Virginia Superintendent of Schools.
Mulyasa, E. (2007). Menjadi Kepala Sekolah Profesional. Bandung: Remaja Rosdakarya.
Munjin. (2017). Social Capital: Trust Building As A Strategy Of Developing Madrasa (A Case Study at Islamic Elementary School (MI) Istiqomah Sambas Purbalingga). Al-Hayat: Journal of Islamic Education, 01(01), 1–32.
Mutholib. (2018). Islamic Education Leadership Morality. Al-Hayat: Journal of Islamic Education, 02(01), 1–7.
Nadlifah, Suismanto, H. ‘Aziz. (2019). Pengantar ke Arah Ilmu Pendidikan Islam Anak Usia Dini, Kajian Normatif Ayat dan Hadis Tarbawi Tentang Pendidikan Anak. Yogyakarta: CV. Istana Agency.
Pryadarsima, V. (2002). Kerangka Kerja Kompetensi Bagi Guru. Jakarta: Jurnal Pendidikan Penabur.
Putra, W. (2012). Menghadirkan Lembaga PAUD Ideal di Indonesia. Aceh: CV Multi Pressindo.
Sabila, A. M., Susanto, H., & Saputro, A. D. (2020). Education Thought Imam Zarkasyi and Relevance to the Development of Islamic Education in Indonesia. Istawa: Jurnal Pendidikan Islam, 5(1), 19. https://doi.org/10.24269/ijpi.v5i1.2271
Supriadi, O. (2014). Efektivitas Desentralisasi Manajemen Pendidikan Anak Usia Dini. Jurnal Tabularasa PPS UMINED, 11(1).
Surakhmad, W. (2000). Manajemen Pendidikan Berbasis Sekolah Dalam Rangka Pengembangan Pendidikan Berbasis Masyarakat. Semarang: Kanwil Depdikdas Provinsi Jawa Tengah.
Terry, G. R. (2014). Guide to Management, Prinsip-prinsip Manajemen. Jakarta: PT. Bumi Aksara.
Tony Bush, & Coleman, M. (2006). Manajemen Strategis Kepemimpinan Pendidikan. Yogyakarta: IRCiSoD.
Tony Bush, M. C. (2006). Manajemen Strategis Kepemimpinan Pendidikan. Yogyakarta: IRCiSoD.
Tri Ulya Qodriyati, Tri Joko Raharjo, Utsman. (2018). Learning Management; Early Childhood Education. JNE: Joernal of Nonformal Education, 4(1), 57–68.
Udaya, K. Y. (2001). Pengantar Manajemen. Jakarta: PT Prenhalliando.
Widyawati, R. (2013). Pendidikan Berbasis Masyarakat. Blogspot.Com.
Yusuf, A. M. (2015). Asesmen dan Evaluasi Pendidikan Pilar Penyedia Informasi dan Kegiatan Pengendalian Mutu Pendidikan. Jakarta: Kencana.
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2020-06-24
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