Manajemen Implementasi Hasil Diklat Berjenjang Dasar Paud dalam Peningkatan Kualitas Pembelajaran

Sriastuti Sriastuti; Juhri  AM; Fatqul Hajar  Aswad

doi:10.62515/eduhappiness.v5i1.1284

Authors

Sriastuti Sriastuti Universitas Muhammadiyah Pringsewu
Juhri AM Universitas Muhammadiyah Pringsewu
Fatqul Hajar Aswad Universitas Muhammadiyah Pringsewu

DOI:

https://doi.org/10.62515/eduhappiness.v5i1.1284

Keywords:

Educational management, Training implementation, PAUD tiered training, Learning quality, Early childhood education

Abstract

The management of the implementation of Basic Level PAUD Tiered Training results is a crucial factor in improving the quality of early childhood learning. This study aims to describe and analyze the management of the implementation of PAUD Tiered Training outcomes in improving learning quality at PAUD institutions in Gisting District, Tanggamus Regency. The study focused on four management functions: planning, organizing, actuating, and controlling, as well as identifying inhibiting factors and the output of implementation. A qualitative approach with a case study design was employed. Data were collected through interviews, observations, and documentation, and analyzed using the Miles & Huberman interactive model. The findings revealed that implementation management was conducted systematically, though constrained by time, funding, and facilities. The training implementation resulted in improved instructional tools and learning processes. This research supports the development of continuous professional training policies for early childhood educators.

References

Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2020). Professional learning communities in early childhood education: A systematic review. Early Child Development and Care, 190(15), 2343–2356. https://doi.org/10.1080/03004430.2019.1574776

Hasanah, S., & Pratiwi, H. (2023). Kolaborasi antar pendidik dalam peningkatan mutu pembelajaran PAUD. Jurnal Pendidikan Anak Usia Dini, 11(1), 34–45.

Kemendikbudristek. (2023). Statistik PAUD Indonesia 2023. Jakarta: Direktorat Jenderal PAUD, Pendidikan Dasar dan Menengah.

Miles, M. B., & Huberman, A. M. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications.

OECD. (2020). Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education. OECD Publishing.

Prasetyo, A., & Ramadhani, S. (2023). Evaluasi sistem monitoring hasil pelatihan guru PAUD. Jurnal Manajemen Pendidikan, 8(2), 99–110.

Rosydiana, H., Fadhilah, N., & Saharuddin, R. (2020). Efektivitas diklat daring guru PAUD: Studi evaluatif. Jurnal Pendidikan dan Pelatihan, 6(2), 76–84.

Siregar, M., & Utami, N. (2022). Manajemen pelatihan guru PAUD berbasis kompetensi. Jurnal Ilmu Pendidikan, 13(1), 21–30.

UNESCO. (2022). Reimagining our futures together: A new social contract for education. United Nations Educational, Scientific and Cultural Organization.

UNICEF. (2021). Transforming early childhood education through systems strengthening. UNICEF Office of Research.

Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A., & Peeters, J. (2018). Pathways to professionalism in early childhood education and care. Routledge.

Winata, H., Sulastri, T., & Darmawan, Y. (2022). Strategi manajerial dalam penguatan hasil pelatihan guru PAUD. Jurnal Kependidikan, 14(3), 245–257.

Yuliani, N. S. (2016). Efektivitas pelatihan berbasis kompetensi terhadap peningkatan keterampilan guru PAUD. Jurnal Pendidikan Anak, 5(1), 11–20.

Zaslow, M., Tout, K., Halle, T., Whittaker, J. V., & Lavelle, B. (2010). Toward the identification of features of effective professional development for early childhood educators. Literature review. U.S. Department of Education, Office of Planning, Evaluation and Policy Development.