PRAKTIK KURIKULUM MONTESSORI: KONSEP “KEBEBASAN DALAM BATASAN” DI RONA MONTESSORI KALIURANG DAN RELEVANSINYA DENGAN PERAN ORANG TUA

Nabila Yunita Sari, NIM.: 22104030023 (2026) PRAKTIK KURIKULUM MONTESSORI: KONSEP “KEBEBASAN DALAM BATASAN” DI RONA MONTESSORI KALIURANG DAN RELEVANSINYA DENGAN PERAN ORANG TUA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (PRAKTIK KURIKULUM MONTESSORI: KONSEP “KEBEBASAN DALAM BATASAN” DI RONA MONTESSORI KALIURANG DAN RELEVANSINYA DENGAN PERAN ORANG TUA) 22104030023_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (16MB) | Request a copy

Abstract

This research is motivated by the fact that many Early Childhood Education (PAUD) institutions are trapped in the phenomenon of academic stress. As a result, PAUD classrooms, which should be child-friendly, are transformed into spaces that restrict children's freedom of movement and exploration. Although the negative impacts of academic stress in early childhood have been widely researched, efforts to find concrete solutions based on alternative curricula are still very limited. Therefore, Indonesia needs to implement a learning curriculum that focuses on balancing aspects of knowledge, character development, and providing space for freedom of exploration. This study aims to explore in more depth how the Montessori curriculum is practiced, particularly the concept of freedom within limits, and its relevance to the role of parents in liberating children from academic pressure. This study used a descriptive qualitative approach. Data were obtained through observation, interviews, and documentation. Data analysis involved data reduction, data presentation, and drawing conclusions. Data validity was tested using source and technique triangulation. The results show that the concept of freedom is implemented by providing children with opportunities to choose, move, and explore at their own pace. However, this is still within clear boundaries to avoid harming themselves or others, damaging materials, and disrupting the environment. This implementation is supported by schools that use Individual Lesson Plans (ILP), child-centered learning methods, and the "help me to do it myself" principle. Parents also implement the concept of freedom within limits at home and actively communicate with the school, which can prevent academic pressure on children and support children's discipline and independence in life.

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