Manajemen Pembelajaran pada Lembaga Pendidikan Anak Usia Dini di TK Mulia Keji

Abstract

Early Childhood Education (ECE) forms a crucial foundation for child development. Effective instructional management helps teachers organize learning activities systematically to achieve optimal developmental milestones. This study aims to describe the planning, implementation, and evaluation of learning, as well as to identify the constraints faced in instructional management at TK Mulia Keji, Ungaran Barat, Semarang Regency. This study employed a qualitative descriptive approach. Data were collected through observation, interviews with the school principal, and documentation analysis. The results indicated that learning management at TK Mulia Keji is well-structured. Planning includes the preparation of Annual Plans (RKT), Weekly Lesson Plans (RPPM), and Daily Lesson Plans (RPPH). Implementation focuses on interactive and child-centered play-based learning using RPPH as the main guide. Evaluation is carried out daily through stimulating questions to assess understanding. The primary constraint identified is the varying learning speeds and characteristics of the children, which teachers address by utilizing diverse strategies and media. In conclusion, instructional management at TK Mulia Keji aligns with systemic ECE management principles to maintain education quality.