Pembinaan Berkelanjutan Profesional Guru PAUD melalui Program Microlearning dengan Pendekatan TPACK (Technological Pedagogical Content Knowledge) dalam Kurikulum Bermain
DOI:
https://doi.org/10.31004/jptam.v6i2.4018Keywords:
guru PAUD, kurikulum bermain, microlearning, TPACKAbstract
Pembinaan berkelanjutan profesi guru difokuskan sebagai hal penting untuk peningkatan pendidikan termasuk Pendidikan Anak Usia Dini (PAUD). Kurikulum bermain merupakan bagian dari isu internasional dalam pengembangan profesi guru PAUD yang terjadi di berbagai negara, termasuk Indonesia. Penelitian dilakukan menggunakan metode penelitian tindakan kelas melalui program microlearning dengan pendekatan TPACK (Technological Pedagogical Content Knowledge). Pengumpulan data dilakukan melalui observasi, wawancara dan analisis dokumen. Partisipan terdiri dari 5 guru RA Asy-Syafi`, Banten, Indonesia. Hasil penelitian menemukan bahwa program ini menjadi salah satu alternatif pilihan untuk membantu guru melakukan peningkatan kinerja profesional berkesinambungan, juga menjadi agen perubahan pengetahuan dan keterampilan pedagogik guru, terutama dalam menerapkan kurikulum berbasis permainan. Program microlearning dengan pendekatan TPACK secara terintegrasi juga merupakan wahana guru untuk melakukan pembelajaran transformatif tentang berbagai pengetahuan dan keterampilan pedagogik
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