Curriculum Management In Kindergarten
- May 12, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue III, March 2021 | ISSN 2454–6186
Curriculum Management In Kindergarten
Elfina Fardana,Irawan Suntoro, Riswanti Rini
Department of Educational Management, Universitas Lampung, Indonesia
Abstract—Curriculum Management in Kindergarten. The purpose of this study was to analyze and describe planning, organizing, implementing, and evaluating the curriculum in Global Surya Kindergarten Bandar Lampung. The approach in this study uses a qualitative approach and this type of research uses descriptive phenomenological research. Data collection techniques by means of observation, interviews, and documentation. Data analysis techniques are carried out interactively through data collection processes, data displays, conclutions drawing / verifying and data reduction. The results of the research are about effectiveness among personnel (in this case the principal, waka, quality assurance team and teachers), so that organizational goals must be understood by teachers, distribute work to teachers clearly, determine teacher procedures according to lesson plans, and delegate the ability of each teacher to teach a particular field. Creating more efficient cooperation, developing the abilities and skills of each teacher, fostering a sense of belonging and liking to work, cultivating a harmonious atmosphere in teaching teaching that increases motivation and achievement, and making students develop dynamically.
Keywords—curriculum management, kindergarten, global surya
I.INTRODUCTION
Early childhood education is generally directed at facilitating optimal and comprehensive growth and development of children in accordance with the norms and values of life. Through education, children are expected to develop all their potential such as religion, intellectual, social, emotional, and physical, besides that they are expected to have the basics of their religion, have the expected behavioral habits, master a number of basic knowledge and skills in accordance with needs and level of development, as well as having a positive motivation and learning attitude.
In Indonesia, education levels, according to the age of students, consist of early childhood education, primary education, secondary education, and higher education, all of which are a systemic unit.
