6 (1) (2023) 90-98
Journal of Curriculum Indonesia
http://hipkinjateng.org/jurnal/index.php/jci
Management of Initial Assessment Implementation in Independent Early Childhood Education Curriculum
Luluk Elyana1, Maria Denok Bekti Agustiningrum1, Rajib Kumar Das2
1Universitas Ivet, Indonesia
2Eastern Institute for Learning in Management, India Info Articles
____________________
Keywords:
management of initial as- sessment, independent curric- ulum, early childhood educa- tion, pancasila student profile _________________________
Abstract
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单击此处输入文字。One of the characteristics of implementing an independent curriculum is student-centered learning. The term in the independent curriculum is closely related to the philosophy of Education Ki Hajar Dewantara, namely the curriculum that servitudes children. This philosophy starts from the learning objectives, planning, implementation, and assessment system as well as the evaluation of Learning in the Early Childhood Education environment is the responsibility of the teacher for the results of activities achieved by students. The teacher is tasked with measuring whether students have achieved proper development from 5 (five) aspects of basic skills, including religious and moral, cognitive, social-emotional, language, and physical motor also child growth, including weight, height, head circumference, and upper arm circumference. The initial assessment aims to uncover and recognize the characteristics of learners, identifying learners' competencies, strengths, and weaknesses. The results are used by educators as a reference to plan a learning process according to learning needs.
This research shows that the initial management of 'School Mover' and 'Non-School Mover' requires management in its implementation and it is integrated part of the learning process in realizing the Pancasila Student Profiles.
e-ISSN 2549-0338
Journal of Curriculum Indonesia 6 (1) (2023) INTRODUCTION
The independent curriculum's implementation started with the birth of a new paradigm curriculum in the School Mover. The decision of the school mover is contained in the Ministry of Education and Culture No. 162 of 2021 where the school mover is a catalyst, the school focuses on developing learning outcomes holistically, the development focuses on learning outcomes which is the task of the education task force (Kepmendikbud, 2021). As contained in the articles of the decree, the first article reads that establishing the School Mover Program as a program that focuses on holistically increasing the competence of students in realizing the Pancasila student profile. The two School Mover Programs as referred to in the KESATU Dictum are held on: a). Early Childhood Education (PAUD) aged 5 (five) years old to 6 (six) years old, b). Primary School (SD), c). Junior High School (SMP), d). High School (SMA) and e). Extraordinary School (SLB).
One of the School Mover Programs at the Early Childhood Education unit level as a program that focuses on holistically increasing the competence of students in realizing the Pancasila student profile. The Early Childhood Education School Mover Program aims to encourage the transformation process of education units to improve the achievement of student learning outcomes holistically, both in terms of religious and moral values, physical motor, language, and social emotions. The Early Childhood Education School Mover Program is a continuous effort to transform more essential and fundamental learning outputs starting with superior Human Resources (HR) and quality services towards Early Childhood Education Quality. (Kepmendikbud,2021).
Based on data sources, there are 33,491,000 children aged 0-6 years old, 205,464 Early Childhood Education units registered & under the authority of the district/city, and 483,833 educators (https://paudpedia.kemdikbud.go.id/). The huge amount of target scope of strengthening the quality of Early Childhood Education services. The understanding that the unit cannot move on its own to improve the quality of its services. The need for comprehensive intervention, where the central authorities, regional authorities, and community provide support from the central government, strengthening from the regions as well as the desire and capacity of educators and education personnel in Early Childhood Education units to continue to move in improving the quality of their services. Here's a strategy for the school transformation process for Early Childhood Education services.
Table 1. Strategy: School Transformation Process for Early Childhood Education contexts
Service Aspects Condition 1
(developing) Condition 2 Condition 3
Condition 4 Qualified Early Childhood Education
Journal of Curriculum Indonesia 6 (1) (2023) Monitoring and
Support on Meeting Essential Needs
Only limited to educational
services
The unit has realized that services in
Early Childhood Education are
not limited to educational services but a
new form of service that provides
content regarding nutrition and
hygiene.
The unit also monitors the fulfillment of essential
services for early childhood by raising awareness about the essential needs of
early childhood among parents
The unit fulfills each monitored performance indicator
as a form of monitoring and
support for the fulfillment of the essential needs of early childhood
Economics &
Governance
Have not carried out
minimum governance
for the delivery of educational
services
Have started planning and updating data
to link governance
Fulfill almost all administrative governance required for Early Childhood Education services
delivery
Fulfill all administrative governance required
for the delivery of Early Childhood Education services and have governance
that supports the improvement of
learning and implementation of
Early Childhood Education services.
Parent/Guardia n Involvement
Have not involved parents yet
Communicatio n with parents
has been established
regarding activities in
Early Childhood Education
There are parent classes that also provide a charge of
psychosocial stimulation
There are parent classes that provide a variety of materials for
early childhood development, with speakers from other
units or parents
Journal of Curriculum Indonesia 6 (1) (2023) and conducive
for the learning process); and
begin to pay attention to the
social- emotional safety of the
children
appropriate learning process for early
childhood, and already heeds the physical and social-
emotional safety of the child
appropriate learning process for early
childhood; and already heeds the physical, and social-
emotional safety of the child
Process Quality The learning process is
still low quality (elaboration
is attached)
The learning process begins
to be suitable for early childhood
The qualified learning process (scaffolding,
#bermainadalahbelaja r; contextual (local
content) and meaningful, starting to
apply differentiated learning)
The qualified learning process (scaffolding,
#bermainadalahbelaja r; consequential (small
load) and meaningful, applying differentiated learning proficiently,
inclusive with a variety of needs)
Source: https://paudpedia.kemdikbud.go.id/
One of the hallmarks of an independent curriculum is student-centered learning (kurikulum.kemdikbud.go.id). Pembelajaran berpusat pada siswa or also known as student-centered learning provides autonomy, and better management of material choices and learning approaches for students, so the main characteristic of this approach is input from students, including the material, way, and time of learning. To fulfill and facilitate this process, an initial assessment of learning is needed.
The initial assessment was originally called diagnostic assessment to determine the learning process needs and form individual learning programs for students. Assessment activities are an integral part of the overall learning activity. According to Ebel (in Aries, 2011, p. 1) good teachers always use testing to measure individual student achievement in the learning process and the effectiveness of learning programs. Assessment is a general term that is defined as a process to obtain information used to make decisions about students, curriculum, programs, educational policies, methods, or other educational instruments by an official agency, institution, organization, or institution that organizes a certain activity.
Assessment is a process of observing, recording, and documenting what children do, and how they do it as a basis for various educational decisions that affect the child. (Elyana, 2021) Assessment is a general term that includes the procedure used to obtain information about a student's learning and the format of assessing learning progress. (Linn and Gronlund, 2000) Assessment is a formal process or effort to collect information related to important learning variables as material in decision-making by teachers to improve student learning processes and outcomes. In general, assessment is defined as a process to obtain information in any form that can be used as the
Journal of Curriculum Indonesia 6 (1) (2023)
basis of decision-making about students, regarding curriculum, learning programs, school climate, and school policies (Utanto, 2020). Assessment can simply be interpreted as a measurement and non-measurement process to obtain data on the characteristics of students with certain rules.
This initial assessment can be said to be the first foothold in the learning process planning.
The initial assessment can be done with a variety of fun activities (Elyana, 2021). Children can also be given a choice of activities that they like, such as playing with blocks, sand, drawing, finger painting, and so on. According to Follet (2003),management is an art to carry out a job through other people. Mary's definition contains attention to the fact that managers achieve an organizational goal by organizing other people to do whatever is necessary in the job,not by carrying out the work by themselves.
METHOD
Research methods use phenomenological approaches as research methodologies that have several advantages, namely describing a phenomenon as it is without manipulating the data in it.
This method views the object of its study as a whole and inseparable from other objects, meaning that this approach emphasizes a holistic and non-partial approach. The data collected in this study was obtained by observation and interview including in-depth interviews. Furthermore, the data obtained from this depth interview was analyzed using interpretative phenomenological analysis (IPA). According to Smith quoted from Basyir and Limas (2016), there are several stages in the IPA, namely reading and reading, initial noting, developing emergent themes, searching for connection across emergent themes, moving the next cases, and looking for patterns across cases. The main focus of this phenomenological study is the meaning of various experiences, events, and statuses possessed by participants. The experience that appears from the change in the early assessment is the implementation of the curriculum that affects all elements of learning. The participants in question are parties involved.
RESULTS AND DISCUSSION
The curriculum structure of Early Childhood Education aged 5 (five) – 6 (six) years old.
Playing is the essence of the curriculum and learning process in Early Childhood Education, namely
"Merdeka Belajar, Merdeka Bermain". Playing is learning, and play-learning is an essential activity for optimal development (Elyana, 2021). The children learn through playing as he explores the environment to recognize the world around them. In the golden age of brain development, children need to be allowed to have meaningful experiences. Playing according to children's interests and curiosity makes children have their learning process (Sujiono, 2005). This is the freedom to play for children. Activities that are also strengthened for the learning process in Early Childhood Education are play-learning activities based on reading children’s books. This activity is aimed at strengthening early literacy and strengthening character in realizing the Pancasila Student Profile.
Various approaches to play-learning activities can be used in Early Childhood Education units along with reading children book-based activities, such as group activities, area-based activities, center-based activities, and project activities (Marini, 2021). The diversity of approaches and methods is expected to provide stimulation that can encourage optimal growth and development so
Journal of Curriculum Indonesia 6 (1) (2023)
(Denok, 2022). One way to get to know more closely the potential and needs of children is through initial assessment.
In general, as the name implies, the initial assessment aims to find out the basic abilities of students and find out their initial conditions. The initial assessment is divided into a non-cognitive initial assessment and a cognitive initial assessment. The objectives of each initial assessment ( https://cdn-gbelajar.simpkb.id/ ) are as follows:
Table 2
OBJECTIVES OF THE INITIAL ASSESSMENT
INITIAL COGNITIVE ASSESSMENT INITIAL NON-COGNITIVE ASSESSMENT Identify student competency achievements
Adapting the learning process classroom to the average student's competence
Provide remedial classes or supplementary lessons to students whose competencies are below average
Knowing the psychological and social well-being of children's emotions
Knowing activities at home Knowing the condition of the child's
family
Knowing the background of the child's social environment
Knowing the learning style, character, and interests of each child.
Source: simpkb sekolah penggerak 2022
The initial assessment is shown in the table as well as the assessment function (Diknas, 2006) a.) As a benchmark for achieving competency standards and basic competencies. b). As a basis for evaluating the student learning outcomes to help students understand themselves and make decisions for the next steps. c). Finding learning difficulties and possible achievements that learners can develop as a diagnostic tool. d). Serves as an educator's attempt to be able to find weaknesses and shortcomings of the learning process that has been carried out or is ongoing. e). As a control for teachers as educators and all educational stakeholders within the scope of the school about the picture of the progress of the development process and learning outcomes of students. The initial assessment stages of Early Childhood Education can be seen in the following table:
Table 3. The Management of Implementation Stages in Early Childhood
1. 2. 3.
Analyze the learning outcomes report (report card) of students in the
previous year.
Identify the competencies to be
taught.
For example, early childhood literacy
and numeracy
Develop assessment instruments to measure the competence of students.
Assessment instruments that can be used include:
Dig into data with role-playing Speaking – simple talk verbally
Observation
4. 5. 6.
Journal of Curriculum Indonesia 6 (1) (2023) Finding learner information in any
aspect. Family background, motivation, interests, learning facilities, and infrastructure, as well as
other aspects according to the needs of students/schools. Work with parents in both oral and written
interviews
Implementation of Assessment and
processing of results.
The results of the initial assessment become data/information to make a
learning process plan according to the stage of achievement and characteristics of students. Facilitate
the form of character cultivation of the Pancasila Student Profile.
Implementation Time: Note:
Educators can carry out diagnostic assessments as needed, for
example:
At the beginning of the school year At the beginning of the scope of the
material
Before compiling teaching modules independently
Educators are given the flexibility to determine assessment instruments following the characteristics of competencies and
assessment objectives.
An example of this initial assessment stage can be used for assessment at the beginning of the school year and before
compiling an independent module.
For assessment at the beginning of the scope of the material, examples of these stages can be simplified to stages 1, 2, 3, 5,
and 6. Stage 4 can be passed.
These stages are strategic steps in Early Childhood Education in carrying out initial assessments. This step helps teachers know in advance the needs and potential of students. It is necessary to strengthen the steps even deeper towards the maximum success of the initial assessment, including the involvement of parents as important informants of child development (Hardiyanti, 2021). As follows:
Journal of Curriculum Indonesia 6 (1) (2023)
Table 4. Supporting activities for the implementation of initial assessment in Early Childhood Education
AGENDA OF ACTIVITIES TIME DESCRIPTION
Hold meetings with parents, and residents of the education unit to get an idea of their views on curriculum evaluation; what needs to be
understood, and how they feel and think about the evaluation of educational units.
Pre-semester
Directing the discussion to discuss the scope of curriculum evaluation; shows the sample that will be used or the evaluation
document that will be used.
Once a month
Observe the course of the program to get real information about its implementation and remind all parties of the objectives of the
program.
Continuous
Understand the purpose of the program and the involved parties’
concerns regarding the program and evaluation; Find out if there is a discrepancy between the stated purpose and the purpose conveyed by
the executing parties
Parenting class 1 month 1 time
Identify the roots of the problem. For each problem, it is necessary to design an evaluation process and look for specific data.
Reflection Activities
Determine how to search for data, through observation, assessment, interviews, discussions, or through educational report cards.
Pre-semester
Perform research and data collection procedures Continuous Grouping and organizing information in themes and circumventing
its implementation. This portrait can be in the form of a video, artifact, case, or other form.
Every theme change
Determine the party to be given the report and select the appropriate format
Beginning of the semester, midterm, and end of the
semester Source: Developed in this study
The supporting table will help the initial assessment process both cognitive and non-cognitive.
The principle of learning in early childhood education is to understand the scope of child development. This aspect of child development is very broad including cognitive and non-cognitive development of 0 – 6 years old.
CONCLUSION
The implementation of an independent curriculum at the unit level of early childhood education requires the right instruments to find out the needs of students from the beginning.
Meeting these needs will determine the next step in meeting children's learning needs through independent play which is an important implementation of the independent curriculum in Early
Journal of Curriculum Indonesia 6 (1) (2023)
Childhood Education. Initial assessment with strategic steps is the right way for early childhood educators to get to know their students more closely and get a form of meeting children's learning process needs in achieving proper development. The initial assessment is carried out programmatically well including understanding management of implementations, especially those in table 1.3 and table 1.4. This research shows that the initial management of 'School Mover' and 'Non- School Mover' requires management in its implementation and it is integrated part of the learning process in realizing the Pancasila Student Profiles.
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