Kusno Setiadi, Tomi Bidjai, Sutari Sutari, Miftahul Jannah, Chairunnisa Djayadin

Transformasi Pendidikan Abad 21 untuk Mengembangkan Pendidikan Bermutu dan Berkarakter di PAUD

Introduction

Transformasi pendidikan abad 21 untuk mengembangkan pendidikan bermutu dan berkarakter di paud. Pelatihan ini mensosialisasikan transformasi pendidikan abad 21 guna mengembangkan pendidikan bermutu dan berkarakter di PAUD. Tingkatkan kompetensi guru PAUD dengan strategi pembelajaran inovatif.

Abstract

Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk mensosialisasikan transformasi pendidikan abad 21 guna mengembangkan pendidikan bermutu dan berkarakter di tingkat PAUD. Kegiatan ini diikuti oleh 30 guru PAUD di Kecamatan Pagimana dan dilaksanakan selama dua hari pada bulan Januari 2024 di aula kantor Kecamatan Pagimana. Metode yang digunakan meliputi ceramah interaktif, diskusi kelompok, dan simulasi penerapan pembelajaran abad 21. Tahapan PKM ini terdiri dari persiapan, pelaksanaan, dan evaluasi. Pada tahap persiapan, dilakukan koordinasi dengan pihak terkait serta penyusunan materi dan modul pelatihan. Tahap pelaksanaan mencakup penyampaian materi tentang pendidikan abad 21, diskusi strategi pembelajaran berkarakter, serta praktik penggunaan media dan teknologi pembelajaran. Evaluasi dilakukan melalui kuesioner dan observasi. Hasil evaluasi menunjukkan bahwa 80% peserta mengalami peningkatan pemahaman, dan 75% peserta mampu mengimplementasikan teknologi dalam kegiatan pembelajaran. Hal ini menegaskan keberhasilan pelatihan dalam meningkatkan kompetensi guru dalam mendukung transformasi pendidikan berkualitas.

Review

This paper describes a Community Service (PKM) initiative focused on transforming 21st-century education to foster quality and character in Early Childhood Education (PAUD) settings. The timely nature of this topic is highly relevant, addressing the crucial need to equip young learners with future-ready skills while embedding strong character foundations from an early age. The project successfully engaged 30 PAUD teachers in Kecamatan Pagimana, demonstrating a clear commitment to local educational development by enhancing professional competencies. The methodology employed appears robust for a short-term intervention, incorporating interactive lectures, group discussions, and practical simulations, which are appropriate for adult learning and skill transfer. The outlined stages, from meticulous preparation involving material development and coordination to detailed execution covering theoretical concepts, character education strategies, and technological integration, reflect a well-structured approach. The immediate evaluation, utilizing questionnaires and observation, provides initial indicators of success, with 80% of participants showing increased understanding and 75% demonstrating an ability to implement technology in their teaching activities. While the reported outcomes, particularly the significant improvements in teacher understanding and technological implementation, are highly encouraging and point to the immediate efficacy of the training, a more comprehensive journal article would benefit from deeper insights. Future reporting or expansion could elaborate on the specific frameworks of 'quality' and 'character' education being promoted, provide concrete examples of the 21st-century learning practices adapted for PAUD, and ideally, include discussions on the long-term impact on classroom pedagogy and student learning outcomes. Further, a more nuanced analysis of the evaluation data, perhaps including qualitative feedback on the perceived challenges and successes from the teachers' perspective, would enhance the paper's overall contribution and provide a richer understanding of the transformation's sustainability.

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