Content analysis of kindergarten daily learning implementation plans (RPPH) in Central Jakarta Region

Fitria, Nila and Rohita (2019) Content analysis of kindergarten daily learning implementation plans (RPPH) in Central Jakarta Region. In: Proceedings of The International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Advances in Social Science, Education and Humanities Research, 306 . Atlantis Press, Paris, pp. 152-158. ISBN 978-94-6252-692-1

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Abstract

Learning devices are a real form of learning activities. Learning tools include weekly implementation learning plans (RPPM), Daily Implementation Learning Plans (RPPH), and assessments. The lesson plan for daily implementation is a design made by the teacher to carry out one day of activities in the classroom. The purpose of this study was to analyze RPPH content in the Central Jakarta area. The research method used in this study is a qualitative method with a descriptive analysis approach. The research subjects were 5 kindergartens (TK) in Central Jakarta. As for the results of the research on the analysis of RPPH content in the Central Jakarta area, there are 2 models in making RPPH namely the narrative model and the table model. The content in the narrative model consists of the name of the PAUD unit, semester, month, week, group, theme / sub theme, basic competencies, material, tools and materials, opening activities, activities, core, closing activities, and assessment. Of course, there are differences with table models. The content contained in the table model is the name of the PAUD unit, semester, month, week, group, theme / sub theme, basic competence, material. In the table there are columns of basic competencies, indicators, activities, tools and materials, and assessments. Analysis of RPPH content on different narrative and table models in the presence of indicators. Indicator as one of the measuring tools for children's basic competencies in accordance with the stages of development.

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