Tindak Lanjut Hasil Asesmen Terhadap Pelaksanaan Pembelajaran Anak Usia Dini di Taman Kanak-Kanak (TK)

Reiska Primanisa, Nurul Zahriani Jf

Abstract


Follow-up on the results of the assessment of the implementation of early childhood learning in kindergarten (TK) is a research that aims to improve the quality of education such as improving the competence of educators, to improve children's abilities through collaboration with parents of students, as well as to improve the implementation of program planning more accurately, either making something new or modifying an existing one. The methodology of scientific articles based on the results of this study uses a literature study approach (Library Research), data collection techniques namely documentation methods, and for data analysis usingmethods content analysis. . The results of this study indicate that the follow-up results of the assessment contribute to PAUD educators in kindergarten as an effort of educators in order to conclude all children's activities as materials to improve the competence of PAUD educators, improve children's development abilities, and make planning learning programs that are even better going forward. So that the child's growth and development can be optimized according to the expectations and goals of education.

Keywords


tindak lanjut; hasil asesmen; pelaksanaan pembelajaran; follow-up; assessment results; implementation of learning

Full Text:

PDF

References


Ana Jauharul Islam, Saleh Soeaidy, Ainul Hayat, 2013, Evaluasi Dampak Peningkatan Mutu Pendidikan Dasar (Studi Tentang Program Desentralized Basic Education 2 (DBE2) di Kabupaten Nganjuk). Jurnal Administrasi Publik (JAP), 1 (6): 1096-1105.

Dewi, Dian Puspa, 2018, Asesmen Sebagai Upaya Tindak Lanjut Kegiatan Identifikasi Terhadap Anak Berkebutuhan Khusus, Jurnal Wahana , 70 (1):18.

Firdani, Lara. Dkk, 2011, Evaluasi Perkembangan Anak Usia Dini. Jakarta: Universitas Terbuka.

Mesiono, 2017, Manajemen Pendidikan Raudhatul Athfal (RA). Depok: Prenadamedia Group.

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2014 Tentang Standar Nasional Pendidikan Anak Usia Dini.

Peraturan Menteri Pendidikan Nasional Nomor 20 Tahun 2007 Mengenai Standar Penilaian.

Popham, W.J. 1999. Classroom Assessment :What Teachers Need to Know.. Mass: Allyn-Bacon.

Sausa, David. A. 2012. Bagaimana Otak Belajar. Edisi Keempat. Jakarta: Grasindo

Suhada, Idad, 2016, Psikologi Perkembangan Anak Usia Dini (Raudhatul Athfal). Bandung: Remaja Rosdakarya.

Sudono, Anggani. Dkk, 2009, Pengembangan Anak Usia Dini. Jakarta: PT Gramedia.

Sukandarrumidi, (2012), Metodologi Penelitian (Petunjuk Praktis Untuk Penelitian Pemula). Yogyakarta: Gajah Mada University Press.

Sutarman, Maman. Asih, 2016, Manajemen Pendidikan Anak Usia Dini. Bandung: Pustaka Setia.

Suyadi, 2009, Buku Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press.

Suyadi, 2017, Teori Pembelajaran Anak Usia Dini Dalam kajian Neurosains. Bandung: Remaja Rosdakarya.

Rahman, Abdul, 2015, Analisis Pemahaman Guru Tentang Asesmen Pembelajaran Matematika Tingkat Smp Negeri Dan Swasta Di Kabupaten Maros, Jurnal Penelitian Pendidikan Insani, 18 (2): 5.

Wiyani, Novan Ardy, 2015. Manajemen PAUD Bermutu: Konsep dan Praktik MMT di KB, Tk/RA. Yogyakarta: Gava Media.

Yus, Anita, 2012, Penilaian Perkembangan Belajar Anak Taman Kanak-kanak. Jakarta:Kencana.

Zed, Mestika, 2004, Metode Penelitian Kepustakaan. Jakarta: Yayasan Obor Indonesia.




DOI: https://doi.org/10.15575/japra.v3i1.8100

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 JAPRA (Jurnal Pendidikan Raudhatul Athfal)

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View My Stats