Differentiated Instruction in Indonesian Private Kindergartens: Challenges in Implementing an Independent Curriculum

Differentiated instruction facilitates learning based on students’ unique interests, preparedness for learning, and learning profiles. Many teachers lack a comprehensive understanding of differentiated instruction, particularly in kindergarten. Teachers used to employ Student Worksheets to facilitate learning. This study aims to: (1) the implementation of differentiated instruction at an Indonesian private kindergarten, (2) the factors that facilitate the instruction’s implementation, and (3) the efforts to deal with any challenges encountered during the implementation of the instruction. This study employed a qualitative case study design to capture a phenomenon comprehensively and contextually by gathering data directly from the subject under investigation. The study was executed at Aisyiyah Kindergarten, Sukorejo, Indonesia. It is the only Indonesian kindergarten in Sukorejo that incorporates an independent curriculum called Sekolah Penggerak. Teachers implement holistic-integrative learning design to differentiate instructional activities. Learning media containing STEAM Loose parts were utilized to determine various factors that may facilitate or impede the instruction. Factors that facilitate instruction include the learning environment, media utilization, teachers’ creativity, the student-teacher relationship, the implementation of teaching techniques, students’ psychological well-being, and community support beyond the school setting. The inhibitory factors encompass a scarcity of learning resources, students’ lack of preparedness for learning, a shortage of teachers, and inadequate infrastructure. This study revealed that the school tried to address the challenges by collaborating with the community inside and outside the school, such as with student guardians, the foundation administrator, and related agencie

Hubungan antara Status Gizi dan Prestasi Belajar Murid SD Negeri di Kecamatan Tuntang Kabupaten Semarang

Latar Belakang : Salah satu faktor yang dapat mempengaruhi prestasi belajar adalah status gizi. Anak - anak dengan status gizi tidak normal ternyata lebih sering sakit, lebih sering absen dan tidak naik kelas. Berdasarkan data dari dinas kependidikan Jawa Tengah jumlah lulusan di Kabupaten Semarang 12.485 dengan 5.962 siswa yang mengulang. Tujuan dari penelitian ini untuk mengetahui hubungan antara status gizi dan prestasi belajar murid SDN di Kecamatan Tuntang Kabupaten Semarang. Metode: Penelitian ini bersifat analitik dengan desain cross sectional. Penelitian dilakukan di 4 sekolah dasar yang dipilih secara cluster sampling di Kecamatan Tuntang Kabupaten Semarang dengan jumlah sampel 70 anak usia 7-13 tahun. Analisis data ini menggunakan uji chi square. Hasil: Sampel yang berstatus gizi normal memiliki nilai baik sebesar 42.82% , sampel yang berstatus gizi tidak normal memiliki prestasi belajar kurang 50.04%, berdasarkan uji chi square dengan membandingkan status gizi dan prestasi belajar, dengan hasil nilai (p < 0.001) berdasarkan IMT menurut umur, menggunakan nilai pembatas (p < 0.05), menunjukan adanya hubungan yang signifikan antara status gizi dan prestasi belajar. Kesimpulan: Terdapat hubungan antara status gizi dan prestasi belajar murid SD Negeri di Kecamatan Tuntang Kabupaten Semarang. Background : One of the factors that can influence the learning achievement of childern is nutritional status. Childern with nutritional status is not normal, who are late to school, more often absent, and nott the next grade. Base on data from departement of education Jawa Tengah amount of graduate in Semarang Regency is 12.485 and nott the next grade 5.962 .The purpose of this research is to determine the relationship between nutritional status and learning achievement of the student in primary school in Tuntang District, Semarang Regency. Methods: The research is analytic study used cross sectional design. The research was conducted in 4 elementary schools by cluster sampling selected in the Tuntang District Semarang Regency. Sample were 70 children aged 7-13 years. The analysis of data use chi square test. Results: Sample with normal nutritional status have good value is 42.82% , sample with nutritional status is not normal have less learning achievemen is 50.04%, base on chi square test to compare the nutritional status of the value of learning performance, with the value (p < 0.001) for a count of nutritional status based on IMT by age, by using the restriction value (p < 0.05). It shows that there was significant correlation between nutritional status and learning performance. Conclusion: There was significant correlation between nutritional status and learning performance

Differentiated instruction in mover kindergarten: A model implementation with merdeka curriculum

This study formulated a model for differentiated instruction at a kindergarten and described the factors that promoted or inhibited its implementation. A qualitative case study design was employed. The data were gathered through interview, observation, and documentation. The study involved a kindergarten principal, two kindergarten teachers, and 15 students from Aisyiyah Bustanul Athfal kindergarten as the mover school. Researchers were assisted by an interview guideline, an observation guideline, and documentations. Data analysis was performed based on Miles and Huberman’s interactive model. The data were validated through source and technique triangulation. Differentiated instruction was conducted using the center learning model, using demonstration, outing-class, and role-playing methods. Factors that facilitated the differentiated instruction implementation at the kindergarten included a supportive, safe, and comfortable learning environment, sufficient resources and materials, students’ psychological conditions and preparedness for learning, and the active engagement of school communities inside and outside the school. Factors that promoted the process comprised the scarcity of learning resources, insufficient infrastructure, a shortage of qualified educators, and the psychological well-being of students during the learning process. The instructional media used for the instruction were loose parts and natural materials surrounding the children

Transformasi Digital pada Pembelajaran Pengembangan Sosial Emosional di Taman Kanak-Kanak

Rapid digital transformation is changing perspectives on learning. Traditional methods are being eroded in favor of digitally responsive knowledge. In education, both teachers and students should be able to leverage digital transformation. Therefore, this research aims to analyze the extent of digital technology utilization in the social-emotional development aspect of kindergarten education. The researcher conducted surveys, interviews, observations, and documentation to gather data. The research findings indicate that the utilization of digital media is highly effective in detecting and exploring the deep-seated social-emotional development, including student engagement, creativity, interests, respect for others, and overall well-being. These goals can be achieved well and to their fullest extent