PERBANDINGAN PROSES PENGGUBALAN DAN KANDUNGAN KURIKULUM PENDIDIKAN AWAL KANAK-KANAK DI ANTARA NEGARA INDONESIA DAN MALAYSIA

COMPARISON FORMULATION PROCESS AND CURRICULUM CONTENT IN EARLY CHILDHOOD EDUCATION BETWEEN INDONESIA AND MALAYSIA

Abstract

Kajian perbandingan antara negara dalam bidang pendidikan awal kanak-kanak (PAKK) di rantau Asia Tenggara masih belum mendapat perhatian dalam kalangan penyelidik PAKK. Didorong oleh kekurangan penyelidikan komparatif begini, maka kajian ini dijalankan untuk membandingkan proses penggubalan dan kandungan Kurikulum PAUD di Indonesia dan Kurikulum PERMATA Negara di Malaysia. Reka bentuk kajian menggunakan pendekatan kualitatif dan data dipungut menggunakan kaedah analisis dokumen, studi pustaka, temubual dan pemerhatian. Teknik triangulasi digunakan untuk memastikan kesahihan dan kebolehpercayaan (trustworthiness) data/maklumat yang dikumpul. Sebanyak 19 dokumen rasmi dianalisis, 6 rencana pustaka disoroti, 4 orang individu diwawancara, dan 2 buah Taman Kanak-kanak (di Indonesia) dan 2 buah Pusat Anak PERMATA Negara di Malaysia telah diobservasi. Dapatan kajian menunjukkan (sehingga tahun 2013) Kurikulum PAUD digubal secara desentralisasi di mana pihak Pemerintah iaitu Kementerian Pendidikan dan Kebudayaan Indonesa hanya menyediakan standard yang perlu dicapai oleh anak, manakala isi kandungan kurikulum dan aktiviti pembelajaran digubal di peringkat Taman Kanakkanak (Satuan PAUD) oleh ahli Lembaga Satuan PAUD. Sebaliknya, Kurikulum PERMATA Negara digubal dalam konteks sentralisasi oleh pakar, tanpa berpandukan kepada standard, tetapi menggunakan ‘milestones’ perkembangan kanak-kanak sebagai panduan. Dari segi kandungan, didapati kedua-dua kurikulum memberi penumpuan utama kepada bidang pembelajaran dan perkembangan yang sama iaitu sosio-emosi, moral dan kerohanian, serta perkembangan kognitif, fizikal dan estetika. Terdapat sedikit perbezaan dari segi penekanan kurikulum, di mana Kurikulum PAUD lebih menekankan pembelajaran agama, bahasa, seni dan budaya, manakala Kurikulum PERMATA Negara memberi penekanan yang lebih kepada pembelajaran literasi, matematik, sains dan teknologi. Beberapa cadangan dari segi dasar diberikan untuk penambahbaikan proses penggubalan kurikulum PAUD di Indonesia dan Kurikulum PERMATA Negara di Malaysia.

Comparative research between nations in the Asia Pacific Region on early childhood care and education (ECCE) has not received much interest amongst researchers. The lack of references on comparative studies in ECCE has motivated the authors to conduct this research. The research aims to compare the process of curriculum development and curriculum content between PAUD curriculum in Indonesia and PERMATA Negara curriculum in Malaysia. The research employs a qualitative research design, using document analysis, literature review, interviews and direct observation as methods for data collection. The validity and trustworthiness of the data/information collected were established using triangulation technique. All together 19 documents and 6 library articles were analysed, 4 individuals were interviewed, and 2 childcare centres in Indonesia and 2 in Malaysia were observed. The findings show there are prominent differences in the way the early childhood curicula were developed in both countries. The PAUD curriculum (as up to 2013) was developed through a decentralised process, using children development standards set by the Indonesian Ministry of Education and Culture as guidelines, whereas the PERMATA Negara curriculum was developed centrally by experts, without any standards but using children’s milestones development as guidelines. In terms of the content, the findings show both curricula cover almost similar topics; giving strong emphasis to the sosio-emotional, moral and spiritual, as well as the cognitive, physical and easthetic value development of children. Only slight differences were observed, i.e., the PAUD curriculum tend to focus and allocate more time to the learning of the religion, language, arts and culture, whilst the PERMATA curriculum concentrated on the learning of literacy, mathematics, science and technology. Several policy recommendations were proposed for the improvement of the curriculum development process of both, the PAUD curriculum in Indonesia and the PERMATA Negara curriculum in Malaysia.