MANAJEMEN KURIKULUM PENDIDIKAN ANAK USIA DINI BERBASIS PESANTREN DI TAMAN KANAK-KANAK ISLAM AL ITTIFAQIAH (TAKIAH) INDRALAYA SUMATERA SELATAN

MUHARRAHMAN, NIM. 1520430005 (2017) MANAJEMEN KURIKULUM PENDIDIKAN ANAK USIA DINI BERBASIS PESANTREN DI TAMAN KANAK-KANAK ISLAM AL ITTIFAQIAH (TAKIAH) INDRALAYA SUMATERA SELATAN. Masters thesis, UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Pesantren as one of curriculum indicator to build a noble character of Islamic soul. Based on PPI’s Data, Indralaya has performed many achievements at national and international level such as MTQ International champion in Malaysia (1997 and 2006), MTQ International in Saudi Arabia (2001), STQ / MTQ National, Arabic speech champion national sports week, champion calligraphy and champion on various other national events. Because of these achievements, in 1999 the PPI received an award from the Ministry of Religious Affairs as a leading boarding school. This research is a qualitative research with phenomenological approach in TAKIAH Indralaya. The purpose of this research is to know: 1) how the implementation of curriculum management of early childhood education based on Islamic Boarding School in TAKIAH. 2) the extent of the involvement of foundations, teachers, parents and the surrounding community in designing and planning curriculum of early childhood education based on Islamic Boarding School in TAKIAH. 3) what problems and solutions faced in curriculum management of Islamic Boarding School-based early childhood education in TAKIAH. Technique of collecting data in this research is observation, documentation, and interview. The results of this study indicate that the implementation of curriculum based on Islamic boarding schools in TAKIAH Indralaya include: 1) Planning, which includes: Prota, Prosem, RKM, and RKH. 2) Implementation. a) Religious activities, including: Memorize daily prayer and short letters of Qur’an, dhuha Prayers, Watching religious cartoons, Manasik Hajj, and basic Arabic. b) Common knowledge and art, including: Introduction of traffic signs, Creating communication devices (telephones), and dancing. 3) Monitoring. a) School supervision of the foundation, including: School observation, Group meetings, and individual Talks. b) School principal supervision to teachers, including: Practice (demonstration) teaching, Class observation, Individual talks, and Group meetings. 4) Evaluation. Implemented at the end of every year of the lesson by CIPP evaluation model, which includes: context, input (children, educators, and infrastructure), process, and output. The design and planning of the curriculum involves several parties, namely: Foundation, Teachers, people and communities. The problems and solutions encountered are: a) The competence of educators. b) Facilities and infrastructure (APE and space or building support). ( INDONESIA ) Pesantren sebagai salah satu indikator setiap penyusunan kurikulum sekolah dimasukkan dalam kurikulum sekolah sebagai bentuk upaya menjadikan anak berjiwa santri yang berakhlak mulia. Data menjelaskan bahwasanya TAKIAH Indralaya memiliki prestasi di bidang seni Al Qur’an, baik seni membaca, menghafal, naghom, dan kaligrafi. Salah satu anak didiknya yaitu Fatima Azzahra yang menjadi wisudawati tahfizh terbaik tingkat anak-anak. Penelitian ini merupakan penelitian kualitatif dengan pendekatan fenomenologis yang dilakukan di TAKIAH Indralaya. Tujuan dari penelitian ini adalah untuk mengetahui: 1) bagaimana implementasi manajemen kurikulum PAUD berbasis pesantren di TAKIAH. 2) sejauhmana keterlibatan yayasan, guru, orang tua dan masyarakat sekitar dalam mendisain dan merencanakan kurikulum PAUD berbasis pesantren di TAKIAH. 3) problematika apa saja yang dihadapi dalam manajemen kurikulum PAUD berbasis pesantren di TAKIAH. Teknik pengumpulan data dalam penelitian ini adalah observasi, dokumentasi, dan wawancara. Hasil penelitian ini menunjukkan bahwa implementasi kurikulum PAUD berbasis pesantren di TAKIAH Indralaya meliputi: 1) Perencanaan, yang meliputi: Prota, Prosem, RKM, dan RKH. 2) Pelaksanaan. a) Kegiatan keagamaan, meliputi: Menghafal doa sehari-hari dan surat-surat pendek, Shalat dhuha, Menonton film kartun religi, Manasik haji, dan Bahasa Arab dasar. b) Pengetahuan umum dan seni, meliputi: Pengenalan rambu-rambu lalu lintas, Membuat alat komunikasi (telepon), dan menari. 3) Pengawasan. a) Pengawasan yayasan ke sekolah, meliputi: Observasi sekolah, Pertemuan kelompok, dan Pembicaraan individual. b) Pengawasan kepala sekolah ke para guru, meliputi: Praktek (demonstrasi) mengajar, Observasi kelas, Pembicaraan individual, dan Pertemuan kelompok. 4) Evaluasi. Dilaksanakan setiap akhir tahun pelajaran dengan model evaluasi CIPP, yang meliputi: context, input (anak, pendidik, dan sarana prasarana), process, dan output. Disain dan perencanaan kurikulum melibatkan beberapa pihak, yaitu: Yayasan, Guru, orang dan masyarakat sekitar. problematika dalam manajemen kurikulum PAUD berbasis pesantren di TAKIAH yaitu: a) Kompetensi pendidik. b) Sarana dan prasarana (Alat Permainan Edukatif dan ruang atau gedung penunjang). “Jika Al qur’an kitab suci umat Islam, maka Kurikulum kitab suci umat pendidikan”.

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