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Abstract
Background: Pendidikan Anak Usia Dini (PAUD) berperan penting dalam membentuk perkembangan kognitif, afektif, sosial, dan motorik anak. Guru Taman Kanak-kanak (TK) menjadi fasilitator utama pembelajaran yang efektif, menyenangkan, dan sesuai tahap perkembangan anak. Namun, di wilayah Parung, Jawa Barat, sebagian guru TK masih mengalami keterbatasan dalam mengimplementasikan strategi pembelajaran inovatif berbasis bermain. Program pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru TK melalui pelatihan inovatif yang mengintegrasikan prinsip pembelajaran berbasis bermain, pendekatan partisipatif, dan pemanfaatan sumber daya lokal. Metode: Kegiatan menggunakan pendekatan partisipatif dengan melibatkan 20 guru TK dari berbagai lembaga pendidikan di Parung. Tahapan meliputi analisis kebutuhan, penyusunan modul, pelaksanaan workshop interaktif, praktik lapangan, serta sesi refleksi dan evaluasi. Data diperoleh melalui pre-test dan post-test kompetensi pedagogik, observasi aktivitas guru, dan wawancara mendalam. Hasil: Pelatihan menghasilkan peningkatan signifikan kompetensi guru pada aspek perencanaan pembelajaran, pemilihan media dan metode bermain, serta keterampilan mengelola interaksi belajar. Guru menunjukkan penerapan strategi pembelajaran yang lebih kreatif, kolaboratif, dan berpusat pada anak. Kesimpulan: Program pelatihan inovatif berbasis bermain ini efektif meningkatkan kompetensi pedagogik guru TK di Parung. Keberlanjutan dampak positif dapat diperkuat melalui pembentukan komunitas belajar guru dan dukungan kebijakan dari pemerintah daerah.
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References
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References
Astriani, M., & Alfahnum, M. (2020). Peningkatan Kompetensi Guru PAUD dalam Mengembangkan Media Pembelajaran Inovatif. Jurnal PkM Pengabdian Kepada Masyarakat, 3, 366. https://doi.org/10.30998/jurnalpkm.v3i4.8151
Bodrova, E., & Leong, D. J. (2007). Tools of the Mind: The Vygotskian Approach to Early Childhood Education (2nd ed.). Pearson/ Merrill Prentice Hall.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Darling-Hammond, Linda. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
Fisher, E. P. (1992). The impact of play on development: A meta-analysis. In Play & Culture (Vol. 5, Issue 2, pp. 159–181). Human Kinetics Publishers, Inc.
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191. https://doi.org/10.1542/peds.2006-2697
Hirsh-Pasek, K., Golinkoff, R., Berk, L. E., & Singer, D. (2010). A Mandate for Playful Learning in Preschool: Presenting the Evidence. A Mandate for Playful Learning in Preschool: Presenting the Evidence, 1–138. https://doi.org/10.1093/acprof:oso/9780195382716.001.0001
Knowles, M. S. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning. Wiley. https://books.google.co.id/books?id=f6VHAAAAMAAJ
Kolb, D. (1984). Experiential Learning: Experience As The Source Of Learning And Development. In Journal of Business Ethics (Vol. 1).
Mendikdasmen. (2025). Penyesuaian Kurikulum Pada PAUD, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah. Kementrian Pendidikan Dasar Dan Menengah.
Samuelsson, I. P., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. In Scandinavian Journal of Educational Research (Vol. 52, Issue 6, pp. 623–641). Taylor & Francis. https://doi.org/10.1080/00313830802497265
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1–22. https://doi.org/http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411
UNESCO. Director-General I.G.) [writer of preface], 2009-2017 (Bokova. (n.d.). UNESCO 2011. https://unesdoc.unesco.org/notice?id=p::usmarcdef_0000215520
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.