The purpose of this study is to obtain public perceptions of early childhood education curriculum. The study used a case study approach with positivistic research paradigm and conducted from September to November 2014. Data analysis was performed using simple descriptive analysis in the form of a narrative. The results shows that the issue of curriculum and its implementation is not just the domain of curriculum developers, but also other aspects perceived as significant issues by the community. First, public perceives the importance of the rational of development, the cornerstone of development, strategy and procedure of development, structure and content of the curriculum, implementation strategies, and the existence of books and equipment in the context of curriculum design. Second, regarding the presence of the developed early childhood education curriculum, society strongly perceives that the document has been considering various aspects to the growing of interest for early childhood in practice of reading, writing, speaking, socializing/making friends, eating and drinking together, discipline, manners , faith, and playing activities, singing, marching, and exercise. Third, the implementation of the curriculum is perceived by society as an in need of harmonies cooperation among educational institutions, public, and educational supervisors in the region, especially in terms of teaching staff, procurement of books and equipment and other support resources.
ABSTRAK
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Tujuan dari penelitian ini adalah memperoleh persepsi masyarakat terhadap kurikulum pendidikan anak usia dini. Penelitian menggunakan pendekatan studi kasus dengan paradigma penelitian positivistik, dan dilakukan pada bulan September sampai November 2014. Analisis data dilakukan dengan menggunakan analisis deskriptif sederhana dalam bentuk naratif. Hasil penelitian menunjukkan bahwa isu kurikulum dan penerapannya tidak hanya ranah pengembang kurikulum melainkan juga beberapa hal dipersepsikan secara cukup signifikan oleh masyarakat. Pertama, masyarakat mempersepsi penting terhadap rasional pengembangan, landasan pengembangan, strategi dan prosedur pengembangan, struktur dan isi kurikulum, strategi implementasi, dan keberadaan buku dan peralatan dalam konteks desain kurikulum. Kedua, berkaitan dengan kurikulum pendidikan anak usia dini yang dikembangkan, masyarakat mempersepsi secara kuat bahwa dokumen tersebut telah mempertimbangkan berbagai aspek kepentingan untuk tumbuh kembangnya anak usia dini dalam berlatih membaca, menulis, berbahasa, bersosialisasi/berteman, makan dan minum bersama, berdisiplin, bertata krama, sopan santun, aqidah keimanan, kegiatan bermain, bernyanyi, baris-berbaris, dan berolahraga. Ketiga, pengimplementasian kurikulum dipersepsi oleh masyarakat sangat memerlukan kerja sama yang harmonis antara lembaga pendidikan, masyarakat dan pembina pendidikan di daerah terutama dalam hal tenaga pendidik, pengadaan buku dan peralatan serta sumber daya pendukung lainnya.
