Muchammad Arif Muchlisin

Spiritual Anak Usia Dini : Analisis Dokumen Kurikulum Raudhatul Athfal

Introduction

Spiritual anak usia dini : analisis dokumen kurikulum raudhatul athfal. Analisis kurikulum Raudhatul Athfal di Indonesia menyoroti spiritual anak usia dini sebagai tujuan utama, namun kurang definisi eksplisit dan metode pembelajaran. Pentingnya inklusi eksplisit.

Abstract

Mengingat spiritual anak usia dini telah diakui sebagai salah satu area perkembangan dan konteks pendidikan. Sementara kajian spiritual dalam kurikulum masih terbatas. Oleh karena itu, tulisan ini bertujuan menganalisis dokumen kurikulum Raudahtul Athfal (RA) di Indonesia untuk menjawab pertanyaan penelitian bagaimana kurikulum membingkai spritual dan mengidentifikasi pembelajaran yang mendukung spiritual. hasilnya menunjukkan bahwa meskipun kurikulum tidak mendefinisikan konsep spiritual secara eksplisit, namun dianggap sebagai tujuan utama dan kemampuan utama yang harus anak miliki dalam kurikulum. Mengenai pendekatan pembelajaran, model pembelajaran, dan metode pembelajaran yang mendukung spiritual, temuan menunjukkan tidak adanya yang spesifik yang dapat diterapkan untuk mendukung spiritual. Implikasi hasil analisis menyoroti pentingnya spiritual untuk dimasukkan dalam kurikulum RA secara eksplisit

Review

This paper, "Spiritual Anak Usia Dini : Analisis Dokumen Kurikulum Raudhatul Athfal," tackles a pertinent and often overlooked aspect of early childhood education: the integration of spiritual development within curriculum frameworks. Recognizing spiritual development as a crucial dimension of early childhood growth, the study aims to analyze Raudhatul Athfal (RA) curriculum documents in Indonesia. The authors specifically seek to understand how spirituality is conceptually framed within these documents and to identify the pedagogical approaches, models, and methods intended to support spiritual learning, addressing a noted gap in existing literature. The analysis reveals several critical findings. Although the RA curriculum implicitly regards spiritual development as a primary goal and a core competency for young children, it notably lacks an explicit definition or conceptualization of what "spiritual" entails. More strikingly, the study demonstrates a significant absence of specific learning approaches, models, or methods that are clearly articulated or recommended for fostering spiritual development. This indicates a disconnect where the curriculum acknowledges the importance of spirituality at a high level but fails to provide concrete guidance for its practical implementation in the classroom. The implications derived from these findings are significant for curriculum development and educational policy in Indonesia. The research highlights an urgent need for the explicit and comprehensive inclusion of spiritual aspects within the RA curriculum, moving beyond mere implicit acknowledgment. This study makes a valuable contribution by identifying a critical area where current curriculum documents fall short, thereby prompting a call for more deliberate and defined strategies to support spiritual growth in early childhood. Future work could build upon these findings by proposing concrete frameworks for defining and integrating spiritual education, as well as developing and evaluating specific pedagogical approaches.

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