Opportunities Behind Challenges for Classroom Management at Aisyiyah Kindergarten in Kalitengah Village Peluang di Balik Tantangan Untuk Pengelolaan Kelas TK Aisyiyah Desa Kalitengah
- Kuliah Kerja Nyata,
- Early Childhood Education,
- Teacher-Student Ratio
Copyright (c) 2024 Anis Khoirin Hayati , Ita Tafiur Rosyidah , Eva Dwi Maulidiya , Dirham Raharjo, Yuswono Hariswanda
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Community Service Program (KKN) is an extracurricular activity that combines the Tri Dharma of Higher Education, as well as learning and community service. This course is designed to provide students with real-world experience while also enhancing their critical thinking skills. KKN focuses on community welfare. This article discusses the implementation of the 2024 KKN-T group 23 in Kalitengah Village, Tanggulangin, focusing on the educational aspect. This study examines the challenges of teaching in the Aisyiyah Kindergarten class in Kalitengah Village and explores the innovative opportunities that arise from this situation. With an unfavorable teacher-to-student ratio, this educational institution faces several challenges in providing high-quality education. Using qualitative research methods, this study examines the adaptive strategies developed by students and teachers. Data was collected through participatory observation, interviews with teachers and school principals, as well as analysis of school documents. The main idea is that the lack of human capital has driven the implementation of more collaborative and creative learning methods. Strategies such as the implementation of a peer mentoring system, integration of educational technology, and active involvement of parents in the learning process have produced unexpectedly positive outcomes. The research results indicate an increase in student independence, better development of social-emotional skills, as well as efficiency in time and resource management. This study concludes that challenges can serve as a catalyst for educational innovation, with important implications for the development of adaptive and effective classroom management models in other early childhood education institutions facing similar limitations.
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