Understanding of Kindergarten Teachers of the 2013 Curriculum of Early Childhood Education
- 10.2991/isseh-18.2019.38How to use a DOI?
- understanding; the 2013 curriculum for early childhood education; kindergarten teacher
Curriculum 2013 Early Childhood Education (ECE) is a curriculum that applies in the world of child education in Indonesia today. In this regard, Kindergarten teachers must be able to understand the 2013 ECE Curriculum (K13) so that they can provide various activities and experiences that can optimize children's growth and development. The purpose of this study was to determine the level of understanding of kindergarten teachers regarding K13 ECE. The research method used is quantitative with a survey approach. Data collection is done by distributing questionnaires. Data analysis was performed with descriptive statistical analysis techniques. Data presentation is done in the form of diagrams and narratives. The level of kindergarten teacher's understanding was seen from two indicators, namely the ability to explain K13 correctly and the ability to describe K13 ECE in the form of Weekly Learning Plan, Daily Learning Implementation Plan, and Learning Assessment. The conclusions obtained were that kindergarten teachers spread in Pulo Gadung sub-district, East Jakarta had a low level of understanding of K13 ECE where only 28.57% of teachers were able to explain K13 ECE correctly and 38.09% of teachers had difficulty in describing K13 in the form of RPPM, RPPH and Learning Assessment.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Rohita Rohita AU - Hesti Hapsari Sekarlawu PY - 2019/03 DA - 2019/03 TI - Understanding of Kindergarten Teachers of the 2013 Curriculum of Early Childhood Education BT - Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018) PB - Atlantis Press SP - 167 EP - 171 SN - 2352-5398 UR - https://doi.org/10.2991/isseh-18.2019.38 DO - 10.2991/isseh-18.2019.38 ID - Rohita2019/03 ER -