Emergent Curriculum in the Form of Creative Class in Kindergarten
DOI:
https://doi.org/10.23887/jet.v5i2.36342Keywords:
emergent curriculum, creative class, kindergartenAbstract
The implementation of an emergent curriculum that is developed spontaneously based on children's interests needs to be balanced by a creative class so that learning in class will be very fun for children. This study aims to analyze the potential for implementing an emergent curriculum based on creative classes in kindergarten. This type of research is a qualitative case study approach with data sources derived from observations, interviews, and documentation. The unit of analysis in this study were teachers, principals, and children with a total of 210 people. The data analysis used adopted the Miles and Huberman analysis model which was carried out in four steps, namely data collection, data reduction, data presentation, and verification or concluding. The results showed that the emergent curriculum based on creative classes in terms of indoor classes was found not to be dynamic, conducive, and ideal to be able to increase children's creativity, but the institution had used the area learning model but it was not optimal in its realization. While the outdoor class has been done neatly and beautifully, but the children have not been well organized when playing in the schoolyard, even though the development of children outdoors is good stimulation for children so that they can be stimulated in various conditions while in kindergarten institutions. -child. In addition, the classroom atmosphere has not been developed creatively and imaginatively even though many parts of the class can be maximized, such as walls being used to periodically display children's works. For this reason, principals and teachers need to be given self-development in the field of the creative classroom-based emergent curriculum so that principals and teachers can carry out the learning process in a spontaneous atmosphere but still on target and according to the interests of the child's potential.
References
Aina, & Tuti. (2020). Improving Teacher Performance In Classroom Learning Process Through Collaborative Educational Supervisions In Elementary Schools. Primary Jurnal Pendidikan Guru Sekolah Dasar, 9(2). http://dx.doi.org/10.33578/jpfkip.v9i2.7894.
Allan, D. M., Allan, N. P., Lonigan, C. J., Hume, L. E., & Farrington, A. L. (2018). The influences of multiple informants’ ratings of inattention on preschoolers’ emergent literacy skills growth. Learning and Individual Differences, 65. https://doi.org/10.1016/j.lindif.2018.05.014.
Antara, P. A. (2015). Pengembangan Bakat Seni Anak Pada Taman Kanak-Kanak. Jurnal Ilmiah Pendidik Dan Tenaga Kependidikan Pendidikan Non Formal, 10(1). https://doi.org/10.21009/JIV.1001.4.
Antara, P. A. (2018). Stimulasi Metode Permainan Kreatif Berdesain Creative Movement Dalam Menumbuhkan Kemampuan Spasial Anak Dengan Mempertimbangkan Kemampuan Anak Mempertimbangkan Budi Pekerti. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/10.21009/JPUD.122.11.
Antara, P. A., & Aryaprastya, I. G. K. (2013). Peningkatan Kemampuan Berpikir Kritis Anak Melalui Metode Bermain Peran (Penelitian Tindakan Kelas Di Taman Kanak-Kanak Labschool Universitas Pendidikan Ganesha, Singaraja-Bali, Tahun 2011). Jurnal Universitas Pendidikan Indonesia, 1(2).
Aulia, B. N. R., & Budiningsih, C. A. (2021). Tingkat Pemahaman Guru Taman Kanak-kanak di Lombok dalam Stimulasi Pengembangan Bahasa Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i2.1082.
Awalia, I., Pamungkas, & Alamsyah. (2019). Pengembangan Media Pembelajaran Animasi Powtoon pada Mata Pelajaran Matematika di Kelas IV. Jurnal Matematika Kreatif-Inovatif, 10(1). https://doi.org/10.15294/kreano.v10i1.18534.
Bahari, Darsana, & Putra. (2018). Pengaruh Model Discovery Learning Berbantuan Media Lingkungan Alam Sekitar terhadap Hasil Belajar IPA. Jurnal Ilmiah Sekolah Dasar, 2(2). https://doi.org/10.23887/jisd.v2i2.15488.
Boesdorfer, S. B. (2019). Growing Teachers and Improving Chemistry Learning: How Best Practices in Chemistry Teacher Education Can Enhance Chemistry Education. ACS Symposium Series, 1(1). https://doi.org/10.1021/bk-2019-1335.ch001.
Budiarto, M. K., Joebagio, H., & Sudiyanto, S. (2020). Student’s View of Using Digital Learning Media in Classroom Activities: A Case of Public Senior High School in Cirebon, Indonesia. Jurnal Pendidikan Progresif, 10(1). https://doi.org/10.23960/jpp.v10.i1.202006.
Butler, R., & Shibaz, L. (2014). Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International Journal of Educational Researc, 65. https://doi.org/10.1016/j.ijer.2013.09.006.
Churchill, D., King, M., & Fox, B. (2013). Learning design for science education in the 21st century. Zbornik Instituta Za Pedagoska Istrazivanja, 45(2), 404–421. https://doi.org/10.2298/ZIPI1302404C.
Collins, S., & Clarke, A. (2018). Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum. Teaching and Teacher Education, 4(4). https://doi.org/10.1016/j.tate.2007.11.002.
Darmiatun, S., & Mayar, F. (2020). Meningkatkan Kemampuan Motorik Halus Anak melalui Kolase dengan Menggunakan Bahan Bekas pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1). https://doi.org/10.31004/obsesi.v4i1.327.
Daunic, A. P., Corbett, N. L., Smith, S. W., Algina, J., & Poling, D. (2021). Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders. Journal of School Psychology, 86. https://doi.org/10.1016/j.jsp.2021.03.004.
Fauziah, A. (2017). Hubungan Antara Motivasi Belajar Dengan Minat Belajar Siswa Kelas IV SDN Poris Gaga 05 Kota Tanggerang. Jurnal Pendidikan Sekolah Dasar, 4(1). http://dx.doi.org/10.12928/jpsd.v4i2.9594.
Febriyanti. (2013). Article Kurikulum Pendidikan Tinggi Di Era Globalisasi (Pergeseran Dari Kurikulum Inti Dan Institusional Ke Kurikulum Berbasis Kompetensi). Ta’di Jurnal Pendidikan Islam, 18(2). https://doi.org/10.19109/tjie.v18i02.51.
Fisher, M., & Fiese, B. (2014). Implementation of the Sprouts Growing Healthy Habits Curriculum in Preschool and Kindergarten Classrooms: Is it Feasible? Journal of Nutrition Education and Behavior, 46(4). https://doi.org/10.1016/j.jneb.2014.04.122.
Flores, J. A. A. (2021). The semiotics of writing: How adult L2 learners with emergent literacy make meaning in assessment texts through writing. Journal of Second Language Writing, 51. https://doi.org/10.1016/j.jslw.2021.100793.
Gonzalves, L. (2021). Development of copying skills in L2 adult English learners with emergent print literacy. Journal of Second Language Writing, 51. https://doi.org/https://doi.org/10.1016/j.jslw.2021.100790.
Hardiyanti, Y., Husain, M. S., & Nurabdiansyah. (2019). Perancangan Media Pengenalan Warna Untuk Anak Usia Dini. Jurnal Imajinasi Seni Dan Pendidikan, 2(2). https://doi.org/10.26858/i.v2i2.9553.
Hasanah, M. (2018). Pengembangan Model Pembelajaran Baca-Tulis Permulaan Dalam Perspektif Emergent Literacy. Literasi: Indonesian Journal Of Humanities, 14(1). https://doi.org/10.21831/ltr.v14i1.4409.
Hosen, M., Ogbeibu, S., Giridharan, B., Cham, T.-H., Lim, W. M., & Paul, J. (2021). Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy. Computers & Education, 172. https://doi.org/10.1016/j.compedu.2021.104262.
Jaedun, & Nuryadin. (2017). Dampak Pengiring Pembelajaran Pendekatan Saintifik untuk Pengembangan Sikap Spiritual Dan Sosial Siswa. Cakrawala Pendidikan, 36(1), 44–56. https://doi.org/10.21831/cp.v36i1.12792.
Karaca, M., & Uysal, H. H. (2021). The development and validation of an inventory on English writing teacher beliefs. Assessing Writing, 47. https://doi.org/10.1016/j.asw.2020.100507.
Kawka, M., MH.Gall, T., Fang, C., Liu, R., & Jiao, R. (2021). Intraoperative video analysis and machine learning models will change the future of surgical training. Intelligent Surgery, 1(1). https://doi.org/10.1016/j.isurg.2021.03.001.
Khamparia, A., & Pandey, B. (2017). Impact of interactive multimedia in E-learning technologies: Role of multimedia in E-learning. Enhancing Academic Research With Knowledge Management Principles, April, 199–227. https://doi.org/10.4018/978-1-5225-2489-2.ch007.
Kidd, D., Miner, J., Schein, M., Blauw, M., & Allen, D. (2020). Ethics across the curriculum: Detecting and describing emergent trends in ethics education. Studies in Educational Evaluation, 67. https://doi.org/10.1016/j.stueduc.2020.100914.
Lau, M. M., & Li, H. (2019). Whole-day or half-day kindergarten? Chinese parents’ perceptions, needs, and decisions in a privatised marketplace. Children and Youth Services Review, 105. https://doi.org/10.1016/j.childyouth.2019.104427.
Lestari, N. D. (2018). Analisis Penerapan Kurikulum 2013 Dalam Meningkatkan Kualitas Pembelajaran Ekonomi Di Sma Negeri Se-Kota Palembang. Jurnal Neraca: Jurnal Pendidikan Dan Ilmu Ekonomi Akuntansi, 2(1), 68–79. https://doi.org/10.31851/neraca.v2i1.2190.
Lin, Y.-N., Hsia, L.-H., & Hwang, G.-J. (2021). Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacyNo Title. Computers & Education, 160. https://doi.org/10.1016/j.compedu.2020.104035.
Lukitasari, Purnamasari, Utami, & Sukri. (2019). Blended-Problem-Based Learning: How its impact on students’ critical thingking skills? Jurnal Pendidikan Biologi Indonesia, 5(3), 425–434. https://doi.org/10.22219/jpbi.v5i3.10048.
Manurung, & Panggabean. (2020). Improving Students’ Thinking Ability In Physics Using Interactive Multimedia Based Problem Solving. Cakrawala Pendidikan, 39(2), 460–470. https://doi.org/10.21831/cp.v39i2.28205.
Mardliyah, S., Yulianingsih, W., & Putri, L. S. R. (2021). Sekolah Keluarga: Menciptakan Lingkungan Sosial untuk Membangun Empati dan Kreativitas Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.665.
Masita, M., Basri, M., & Rahman, A. Q. (2020). Globalizing Primary Curriculum in Indonesia. Asian EFL Journal, 27(3.3), 51–68.
Mega, C., Pudjawan, K., & Margunayasa, I. G. (2015). Analisis sikap sosial siswa kelas V pada pembelajaran dengan kurikulum 2013. Mimbar PGSD Universitas Pendidikan Ganesha, 3(1). http://dx.doi.org/10.23887/jjpgsd.v3i1.5631.
Miles, M., & Huberman, A. M. (2007). Analisis Data Kualitatif. UI Press.
Mills, K., Roper, F., & Cesare, S. (2021). Accelerating student learning in communication and research skills: the adoption of adaptive learning technologies for scenario-based modules. Technology, Change and the Academic Library, 75. https://doi.org/10.1016/B978-0-12-822807-4.00007-5.
Muhonen, H., Pakarinen, E., Lerkkanen, M.-K., Barza, L., & Suchodoletz, A. von. (2020). Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates. Learning, Culture and Social Interaction, 25. https://doi.org/10.1016/j.lcsi.2018.11.011.
Mullis, I. V., Martin, M. O., Minnich, C. A., Stanco, G. M., Arora, A., Centurino, V. A., & Castle, C. E. (2012). TIMSS 2011 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. In Pirls (Vol. 1). https://doi.org/10.6209/jories.2017.62(1).03.
Mulyadin. (2016). Implementasi Kebijakan Pembelajaran Tematik Terpadu Kurikulum 2013 Di SDN Kauman 1 Malang Dan Sd Muhammadiyah 1 Malang. Jurnal Pendidikan Edutama, 3(2), 31 – 48. http://dx.doi.org/10.30734/jpe.v3i2.35.
Nasution, N., Yaswinda, Y., & Maulana, I. (2020). Analisis Pembelajaran Berhitung melalui Media Prisma Pintar pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1). https://doi.org/10.31004/obsesi.v4i1.311.
Nkhoma, M., Sriratanaviriyakul, N., & Quang, H. L. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1). https://doi.org/10.1177%2F1469787417693501.
Nkulikiyinka, P., Yan, Y., Güleç, F., Manovic, V., & Clough, P. T. (2020). Prediction of sorption enhanced steam methane reforming products from machine learning based soft-sensor models. Energy and AI, 2. https://doi.org/10.1016/j.egyai.2020.100037.
O’Brien, B. A., Chin, S., & Chin, S. (2020). The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore. Early Childhood Research Quarterly, 53. https://doi.org/10.1016/j.ecresq.2020.05.014.
Paul, R., & Singh, A. (2020). Does early childhood adversities affect physical, cognitive and language development in indian children? Evidence from a panel study. SSM - Population Health, 12(August), 100693. https://doi.org/10.1016/j.ssmph.2020.100693.
Piasta, S. B., Logan, J. A. R., Thomas, L. J. G., Zettler-Greeley, C. M., & Bailet, L. L. (2021). Implementation of a small-group emergent literacy intervention by preschool teachers and community aides. Early Childhood Research Quarterly, 54. https://doi.org/10.1016/j.ecresq.2020.08.002.
Polat, Ö., & Aydın, E. (2020). The effect of mind mapping on young children’s critical thinking skills. Thinking Skills and Creativity, 38. https://doi.org/10.1016/j.tsc.2020.100743.
Purnomo, H., & Wilujeng, I. (2016). Pengembangan Bahan Ajar dan Instrumen Penilaian IPA Tema Indahnya Negeriku Penyempurnaan Buku Guru dan Siswa Kurikulum 2013. Jurnal Prima Edukasia, 4(1), 67–68. https://doi.org/10.21831/jpe.v4i1.7697.
Putrayasa, I. M., Syahruddin, & Mergunayasa, I. G. (2014). Pengaruh Model Pembelajaran Discovery Learning Dan Minat Belajar Terhadap Hasil Belajar Ipa Siswa. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 2(1). http://dx.doi.org/10.23887/jjpgsd.v2i1.3087.
Restyani, N. K. N. (2018). Pengaruh Model Pembelajaran Discovery Inquiry Berbasis Portofolio Terhadap Kompetensi Pengetahuan IPA. Jurnal Penelitian Dan Pengembangan Pendidikan, 2(2), 168. https://doi.org/10.23887/jppp.v2i2.15399.
Ristanti, F. F., & Arianto, F. (2019). Flash Card Media Utilization To Improve Student Activity and Learning Outcomes of Fauna Distribution Subtopic in Class Xi Ips I Sma Xin Zhong Surabaya. Geosfera Indonesia, 4(2), 90. https://doi.org/10.19184/geosi.v4i2.9968.
Sanjiwana, P. P. C. M., Pudjawan, & Margunayasa, I. G. (2015). Analisis sikap sosial siswa kelas V pada pembelajaran dengan kurikulum 2013. Mimbar PGSD Universitas Pendidikan Ganesha, 3(1). http://dx.doi.org/10.23887/jjpgsd.v3i1.5631.
Setyosari, P. H. (2015). Metode Penelitian Pendidikan & Pengembangan. Prenadamedia Group.
Shofiah, Lukito, & Siswono. (2018). Pembelajaran Learning Cycle 5E Berbasis Pengajuan Masalah untuk Meningkatkan Hasil Belajar Siswa Kelas X pada Topik Trigonometri. Jurnal Matematika Kreatif, 9(1), 54–62. https://doi.org/10.15294/kreano.v9i1.9856.
Sirait, & Apriyani. (2020). Pengaruh Penggunaan Strategi Pembelajaran Aktif ICM (Index Card Match) Terhadap Hasil Belajar Matematika. Jurnal Pendidikan Matematika Indonesia, 5(1), 46–48. https://dx.doi.org/10.26737/jpmi.v5i1.1710.
Solihati, S. (2015). Efektifitas Media Panggung Boneka untuk Meningkatkan Kemampuan Bercerita pada Anak Usia Dini. Modeling: Jurnal Program Studi PGMI, 2(2). https://doi.org/10.2345/modeling.v2i2.2176.
Soyadı, Y., & Birgili, B. (2015). Creative and Critical Thinking Skills in Problem-based Learning Environments. Journal of Gifted Education and Creativity, 2(2), 71–71. https://doi.org/10.18200/jgedc.2015214253.
Susanti. (2014). Efektivitas Model Pembelajaran Portofolio Dan Model Pembelajaran Kooperatif Think Pair And Share (TPS) Terhadap Prestasi Belajar Matematika Ditinjau Dari Kreativitas Siswa VII SMP Negeri 2 Kebonsari Tahun Ajaran 2011/2012. Jurnal Ilmiah Pendidikan Matematika, 2(2), 32–36. https://doi.org/10.25273/jipm.v2i2.476.
Sutrisno, Zar’in, F., & Salehcah, S. (2021). Local Content Curriculum Model for Early Childhood Scientific Learning. Jurnal Pendidikan Usia Dini, 15(1). https://doi.org/10.21009/JPUD.151.05.
Suwatra, Magta, & Christiani. (2019). Pengaruh Media Busy Book Terhadap Kemampuan Problem Solving Anak Kelompok A Taman Kanak-Kanak. Mimbar Ilmu Undiksha, 24(2), 185–193. http://dx.doi.org/10.23887/mi.v24i2.21257.
Sverdlov, A., Aram, D., & Levin, I. (2014). Kindergarten teachers’ literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum. Teaching and Teacher Education, 39. https://doi.org/10.1016/j.tate.2013.12.004.
Swanson, H. L., Kong, J. E., & Petcu, S. D. (2019). Individual differences in math problem solving and executive processing among emerging bilingual children. Journal of Experimental Child Psychology, 187. https://doi.org/10.1016/j.jecp.2019.06.006.
Swastrini, Antara, P. A., & Tirtayani, L. A. (2016). Penerapan Bermain Ular Tangga Untuk Meningkatkan Kemampuan Kerjasama Kelompok B1 di TK Widya Sesana Sangsit. Pendidikan Anak Usia Dini, 4(2). http://dx.doi.org/10.23887/paud.v4i2.7764.
Tham, J. C. K., Burnham, K. D., Hocutt, D. L., & Ranade, N. (2021). Metaphors, Mental Models, and Multiplicity: Understanding Student Perception of Digital Literacy. Computers and Composition, 59. https://doi.org/10.1016/j.compcom.2021.102628.
Thoyyibah, N., Hartono, R., & Bharati, D. A. L. (2019). The Implementation of Character Education in the English Teaching Learning Using 2013 Curriculum. English Education Journal, 9(2), 254–266. https://doi.org/10.15294/eej.v9i2.30058.
Triana, Garminah, & Suartama. (2016). Penerapan Model Pembelajaran Debat Aktif Untuk Meningkatkan Keterampilan Berbicara Siswa Kelas V SD. Mimbar PGSD Undiksha, 4(1). http://dx.doi.org/10.23887/jjpgsd.v4i1.6938.
Utomo, I. A., Ramli, M., & Furaidah, F. (2018). Penerapan Strategi Bermain melalui Media Busy Book untuk Meningkatkan Fisik Motorik Halus Anak Usia Dini. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(12). https://doi.org/10.17977/jptpp.v3i12.12553.
Wattana, M. K., Lipe, D. N., Coyne, C. J., Shafer, S., Brock, P., & Alagappan, K. (2021). A Model Oncologic Emergency Medicine Curriculum for Residency Training. The Journal of Emergency Medicine, 16. https://doi.org/10.1016/j.jemermed.2021.02.037.
Wiranto, R., & Slameto, S. (2021). Alumni satisfaction in terms of classroom infrastructure, lecturer professionalism, and curriculum. Heliyon, 7(6). https://doi.org/10.1016/j.heliyon.2021.e06679.
Wong, K. S. R., & Russak, S. (2020). Hong Kong Cantonese L1 preschool children’s name writing in English L2. Cognitive Development, 56. https://doi.org/10.1016/j.cogdev.2020.100957.
Wu, S.-C. (Angel), & Chang, Y.-L. (Aldy). (2015). Advancing Kindergarten Teachers’ Knowledge and Capabilities of Differentiated Instruction Associated with Implementation of Thematic Integrated Curriculum. Procedia - Social and Behavioral Sciences, 177. https://doi.org/10.1016/j.sbspro.2015.02.404.
Wu, W. H., Kao, H. Y., Wu, S. H., & Wei, C. W. (2019). Development and evaluation of affective domain using student’s feedback in entrepreneurial Massive Open Online Courses. Frontiers in Psychology, 10(MAY). https://doi.org/10.3389/fpsyg.2019.01109.
Wulandari, I. G. A. A. (2020). Implementation of the 2013 Curriculum Based on a Scientific Approach (Case Study at SD Cluster II Kintamani). International Journal of Elementary Education, 4(3), 422–430. https://doi.org/10.23887/ijee.v4i3.28172.
Wulandari, P., Abadi, I. B. G., & Suniasih, N. W. (2018). Pengaruh Model Pembelajaran Think Pair Share Berbasis Penilaian Portofolio Terhadap Kompetensi Pengetahuan IPA Siswa Kelas IV SS Negeri Gugus Kapten Kompyang Sujana Denpasar Barat Tahun 2017/2018. MIMBAR PGSD Undiksha, 6(3), 161–168. https://doi.org/10.23887/jjpgsd.v6i3.15772.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the Journal of Education Technology agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)