NEGOSIASI CHILD-CENTRED DI PAUD INDONESIA (Sebuah penelitian etnografi dengan perspektif poskolonial di salah satu TK Katholik di Kota Bandung)

• Main Author: Assila Prianggi Humara Baiin, - (Author)
• Format: Book
• Published: 2020-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/57001/1/T_PAUD_1706894_Title.pdf; http://repository.upi.edu/57001/2/T_PAUD_1706894_Chapter%201.pdf; http://repository.upi.edu/57001/3/T_PAUD_1706894_Chapter%202.pdf; http://repository.upi.edu/57001/4/T_PAUD_1706894_Chapter%203.pdf; http://repository.upi.edu/57001/5/T_PAUD_1706894_Chapter%204.pdf; http://repository.upi.edu/57001/6/T_PAUD_1706894_Chapter%205.pdf; http://repository.upi.edu/57001/7/T_PAUD_1706894_Appendix.pdf
• Keywords: L Education (General); LB1501 Primary Education

ABSTRAK Penelitian ini mengenai child-centred menggunakan perspektif poskolonial di Taman Kanak-Kanak (TK) bertujuan untuk menganalisi negosiasi pengetahuan. Adapun negosiasi merupakan pemahaman tentang adanya kesepakatan terkait objektivitas suatu pengetahuan, ide, atau ideologi. Sehingga penerapan child-centred di TK Indonesia sebagai sebuah pengetahuan dan ide dapat dipastikan menghadirkan ruang negosiasi. Dari hasil coding analisis menggunakan metode grounded theory temuan dari penelitian ini menunjukan negosiasi child-centred dengan budaya lokal TK lokasi penelitian, diantaranya: negosiasi peran guru sebagai fasilitator, negosiasi circle time dan nasionalisme, negosiasi circle time dengan budaya Sunda dan agama Katholik, negosiasi belajar dengan permainan tradisional, dan negosiasi perkembangan kognitif dengan usia sekolah anak. Kata Kunci: Child-centered, Negosiasi, Poskolonial ABSTRACT This research on child-centered approach is using a postcolonial perspective in Kindergarten (Taman Kanak-Kanak) aims to analyze knowledge negotiations within the child-cetererd approach. Negotiation is an understanding of an agreement regarding the objectivity of a knowledge, idea, or ideology. So that the implementation of child-centered approach in Indonesian Kindergartens as knowledge and ideas can certainly provide a space for negotiation. From the results of coding analysis using the grounded theory method, the findings of this study indicate child-centered negotiations with the local culture of the kindergarten in the research location, including: negotiating the role of the teacher as a facilitator, negotiating circle time and nationalism, negotiating circle time with Sundanese culture and Catholicism, negotiating learning with traditional games, and negotiation of cognitive development with school-aged children. Key Words: Child-centered Approach, Negotiation, Postcolonial