Manajemen kurikulum terintegrasi dalam pengembangan Multiple Intelligences siswa di Taman Kanak-Kanak Yaa Bunayya Surabaya

ABSTRAK

Pendidikan anak prasekolah memiliki peran strategis bagi optimalisasi perkembangan otak anak, karena masa kanak-kanak adalah masa yang baik untuk membangun keilmuan dan pemikiran anak. Oleh karena itu lembaga pendidikan tingkat prasekolah harus mampu mengembangkan kecerdasan anak secara optimal dan menyeluruh, yaitu dengan adanya penerapan kurikulum integrasi. Penerapan kurikulum integrasi dalam pengembangan kecerdasan anak di lembaga pendidikan prasekolah harus mempunyai manajemen yang bagus dan terarah agar mencapai tujuan sesuai dengan hasil yang diharapkan.

Tujuan penelitian ini adalah: (1) Mendeskripsikan landasan manajemen kurikulum terintegrasi dalam pengembangan multiple intelligences bagi siswa (2) Mendeskripsikan implementasi manajemen kurikulum terintegrasi dalam pengembangan multiple intelligences bagi siswa, yang berisi tentang perencanaan, pelaksanaan dan evaluasi. (3) Mendeskripsikan implikasi dari manajemen kurikulum terintegrasi dalam pengembangan multiple intelligences bagi siswa, yang berisi tentang faktor pendukung, faktor penghambat, serta output yang terbentuk. Penelitian ini menggunakan metode kualitatif deskriptif dengan jenis studi kasus, peneliti menjadi instrumen utama, melalui wawancara mendalam, observasi, serta dokumen. Data yang sudah diperoleh di analisis lalu di cek keabsahan datanya menggunakan teknik triangulasi dan member cheek.

Hasil penelitian adalah: (1) Mengintegrasikan kurikulum pendidikan nasional dan kurikulum diniyah atau kepesantrenan menyesuaikan dengan visi sekolah, “excellent with integral character” yang mengacu kepada perkembangan anak. (2) Implementasi dilaksanakan melalui tiga tahap, yakni: tahap pertama adalah perencanaan dirancang oleh top manager, middle manager dan low manager. Tahapan kedua adalah pelaksanaan, tahapan ini dilaksanakan oleh seluruh pendidik maupun peserta didik. Selama proses pelaksanananya yakni menanamkan nilai-nilai tauhid dengan pola pembiasaan belajar dan menggunakan model sentra utnuk mengembangankan multiple intelligences anak. Tahapan ketiga adalah evaluasi yang dilaksanakan oleh keseluruhan jajaran sekolah, serta pengawasan guru terhadap murid. Pada proses implementasi terdapat faktor pendukung dan faktor penghambat. (3) Implikasi dari penerapan manajemen kurikulum integrasi ialah Output yang terbentuk adalah multiple intelligences anak pada aspek nilai agama moral, kecerdasan fisik motorik, kecerdasan kognitif, bahasa, sosial emosional, dan kecerdasan seni yang terintegrasi dengan karakter islami sesuai harapan sekolah, yakni: beraqidah kuat, berakhlaq mulia, berwawasan ilmu, sehat fisik dan terampil, cerdas emosi, kebiasaan yang baik dan memiliki kepedulian sosial.

ABSTRACT

Preschool education for children has a strategic role in optimizing children's brain development, because childhood is such a golden time to develop children's knowledge and thinking. Therefore preschool level educational institutions must be able to develop children's intelligence optimally and comprehensively, namely by applying the integration curriculum. The application of an integrated curriculum in the development of children's intelligence in preschool education institutions must have good and directed management in order to achieve the goals in accordance with the expected results.

The purposes of this study are: (1) Describe the concept of integrated curriculum management in the development of multiple intelligences for students (2) Describe the implementation of integrated curriculum management in the development of multiple intelligences for students, which contains planning, implementation and evaluation. (3) Describe the implications of integrated curriculum management in the development of multiple intelligences for students, which contains supporting factors, inhibiting factors, and the outputs formed.

This research uses descriptive qualitative method with the type of case study, the researcher becomes the main instrument, through in-depth interviews, observations, and documents. The data that has been obtained is analyzed and then the validity of the data is checked using triangulation techniques and member cheek.

The results of the study can be known as follows: (1) Integrating the national curriculum and the diniyah curriculum or the boarding school adapting to the school's vision, "excellent with integral character" which refers to child development. (2) The implementation is carried out through three stages, (a) The first stage is the planning stage designed by top managers, middle managers and low managers. (b) The second stage is the implementation phase, this stage is carried out by all educators and students. During the implementation, tauhid values are instilled while learning habitual patterns of study using the central model. (c) The third stage is the evaluation phase carried out by the entire school ranks, as well as teacher supervision of students. (3) The implication of the application of integrated curriculum management is that there are supporting factors and inhibiting factors both internal and external. The output formed is the children's multiple intelligences on aspects of moral religious values, motor physical intelligence, cognitive, language, social emotional intelligence, and artistic intelligence that are integrated with Islamic characters according to school expectations, namely: strong, noble, broadminded, physically healthy and skilled, emotionally intelligent, good habits and having social care.