EFEKTIVITAS PENDIDIKAN LALU LINTAS PADA ANAK USIA DINI DI KABUPATEN KEPULAUAN SELAYAR

Abstract

Tujuan penelitian ini adalah untuk menganalisis dan mengetahui implementasi pendidikan lalu lintas anak usia dini dalam proses pendidikan yang konstruktif terhadap perkembangan psikomotorik murid. Penelitian menggunakan metode kualitatif dengan pendekatan fenomenologi. Pengumpulan data dilakukan melalui: observasi, wawancara dan dokumentasi. Analisis data yaitu: koleksi data, kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) Deskripsi konten pendidikan anak usia dini dilakukan dengan memperhatikan landasan, prinsip, dan pendekatan pengem-bangan kurikulum, (2) Realitas proses pendidikan anak usia dini, (a) belum memenuhi standar, sikap pelaksana, memiliki komitmen namun masih perlu diikuti dengan agenda sosialisasi, dan struktur birokrasi, serta implementasi kebijakan program PAUD, belum sepenuhnya berjalan efektif dan maksimal. dan, (b) Implementasi program pembelajaran, belum terlaksana dengan baik, efektif, dan maksimal, dan (3) Evaluasi hasil pendidikan anak usia dini: (a) belum signifikan yang dibuktikan dengan kurang penguasaan materi pelajaran oleh siswa dan kurang mampu mempraktekkannya, Penggunaan media dan sumber belajar, siswa sangat antusias dan fokus ketika guru menggunakan media ajar, Penggunaan metode pembelajaran, cara memotivasi siswa dan adanya kompetisi untuk lebih aktif, dan Penilaian hasil pembelajaran, belum efektif dan proporsional, dan, (b) Pendokumentasi hasil pembelajaran, belum memiliki Sistem Informasi Manajemen dan fasilitas Information and Communication Technology untuk proses penyelenggaraan pendidikan.

The research objective is to analyze and determine the implementation of early childhood traffic education in a constructive educational process on the psychomotor development of students. The study uses qualitative methods with a phenomenological approach. Data collection is done through: observation, interview and documentation. Data analysis namely: data collection, data condensation, data presentation, and drawing conclusions. The results showed that: (1) The description of the content of early childhood education is carried out by taking into account the foundations, principles and approaches of curriculum development, (2) The reality of the early childhood education process, (a) it has not met the standards, the attitude of the implementers, has commitment but is still committed it needs to be followed by a socialization agenda, and a bureaucratic structure, as well as the implementation of Education Early Childhood (EEC) program policies, not yet fully and effectively effective. and, (b) The implementation of the learning program, has not been implemented properly, effectively, and maximally, and (3) Evaluation of the results of early childhood education, measured by indicators: (a) Improvement of the quality of learning, classroom management, has not been significant as evidenced by lack of mastery subject matter by students and less able to practice it, the use of media and learning resources, students are very enthusiastic and focused when the teacher uses instructional media, the use of learning methods, how to motivate students and the existence of competition to be more active, and the assessment of learning outcomes, not yet effective and proportionate, and, (b) Documenting learning outcomes, do not yet have a Management Information System and Information and Communication Technology facilities for the process of providing education.