Peer-reviewed article
Analysis Of Learning Management In Early Childhood Education: Library Study of Early Childhood Education Concepts and Theories of Ahmad Susanto
Siti Rosmayati, Novie Yulianti ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study analyses how learning is managed in early childhood education settings in Indonesia, examining planning, implementation, supervision, evaluation and reporting of learning activities. The research finds that learning management generally follows national early childhood education standards. However, it identifies barriers to effective learning, including incomplete classroom facilities and irregular attendance patterns of young children.
Key points
- Learning management includes five components: planning, implementation, supervision, evaluation, and outcome reporting
- Supporting factors include modules based on Child Growth Achievement Level Standards, inspirational teaching practices, adequate facilities and staff cooperation
- Inhibiting factors include incomplete facilities and infrastructure and children arriving late or irregularly to school
- Learning management practices align with national early childhood education standards overall
- Classroom infrastructure issues such as inadequate room dividers affect learning activities
Limitations
This is a library study reviewing existing concepts and theories rather than empirical research, so it cannot provide data on the actual prevalence or impact of barriers, nor can it measure outcomes of specific interventions. The document does not describe the methodology for analysing or selecting the materials reviewed.
Abstract
Management and learning management inhibiting factors. The results of the analysis of the discussion on early childhood learning management are seen from learning planning, learning implementation, learning supervision, learning evaluation, and learning outcome reporting, which refer to the parts contained in early childhood education standards, namely the Child Growth Achievement Level Standards, content standards, process standards, and assessment standards. Learning management is also influenced by supporting factors in the form of modules derived from the Child Growth Achievement Level Standards which are the reference for teachers in compiling learning activities, inspirational classes, facilities and infrastructure, and teacher cooperation in developing learning programs. meanwhile, the inhibiting factors are incomplete facilities and the arrival hours of children who are released to come to school. Broadly speaking, the conclusion of this research is that learning management is in accordance with the applicable standards, namely the national standard of early childhood education. However, several things were found related to the arrival hours of children who were released as well as class facilities and infrastructure (such as room dividers) which were factors that influenced learning activities and the arrival hours of children who were released.