KALASAN SLEMAN
Oleh
Eka Oktavianingsih
NIM 11111241014
Oktavianingsih, NIM 11111241014 ini telah disetujui oleh pembimbing untuk dipublikasikan.
Pembimbing I Pembimbing II
Abstrak
Penelitian ini bertujuan mendeskripsikan penerapan kurikulum berbasis Multiple Intelligence di TK
Sunshine Kalasan Sleman. Pendekatannya adalah pendekatan kualitatif dengan jenis penelitian deskriptif.
Data diperoleh melalui wawancara, observasi, serta dokumentasi yang dianalisis menggunakan model
analisis interaktif. Lalu diuji keabsahannya melalui ketekunan pengamatan serta triangulasi. Hasil
penelitian menunjukkan bahwa penerapan kurikulum berbasis Multiple Intelligence di TK Sunshine
meliputi (1) perencanaan pembelajaran terdiri prosem, RKM, dan RKH yang di dalamnya terdapat
indikator dari masing-masing kecerdasan jamak, (2) pelaksanaan pembelajaran berupa pra ATP dan ATP,
kegiatan awal berupa berdoa, greeting circle, dan apersepsi, kegiatan inti berupa tiga kegiatan berbeda,
istirahat terdiri dari makan bersama dan bermain bebas, dan kegiatan akhir berupa refleksi kegiatan,
penyampaian pesan, dan berdoa, (3) evaluasi pembelajaran yaitu evaluasi harian berupa penilaian
langsung dengan rewards dan penilaian tertulis sesuai dengan indikator kecerdasan yang dikembangkan,
evaluasi mingguan, laporan perkembangan bulanan sesuai kecerdasan dan tema, dan laporan
perkembangan semester sesuai dengan dinas, serta (4) faktor penghambat berupa kurangnya kedisiplinan
guru dalam menyiapkan dan melaksanakan pembelajaran serta faktor pendukung berupa sarana prasarana
dan dukungan orangtua.
Abstract
This research aimed to describe the application of Multiple Intelligence-based curriculum in
Sunshine's kindergarten Kalasan Sleman. Approach used is a qualitative approach to the type of research
description. Data were obtained through interviews, observation, and documentation and were analyzed
using the interactive model. Then tested its validity through persistence observation and triangulation.
The results showed that the application of Multiple Intelligence-based curriculum in Sunshine's
kindergarten include (1) planning consists prosem learning, action plans, and RKH which there are
indicators of each of the plural intelligence, (2) the implementation of learning consists of pre ATP and
ATP, the initial activity which consists of prayer, greeting circle, and apperception, core activities consist
of three different activities, rest consists of eating together and play freely, and the final activity consists
of reflection activities, delivering messages, and pray, (3) evaluation of learning daily evaluation consists
of direct assessment by rewards and a written assessment in accordance with the indicators developed
intelligence, evaluation weekly, monthly progress reports that intelligence and the theme, and the
semester progress reports in accordance with the service, and (4) inhibiting factors include lack of
discipline teachers in preparing and implementing appropriate learning and supporting factors such as
infrastructure and parent's backing.