IMPLEMENTASI PROGRAM PENGEMBANGAN ANAK USIA DINI HOLISTIK INTEGRATIF (PAUD HI) UNTUK PENINGKATAN KUALITAS SATUAN PENDIDIKAN DI TAMAN KANAK-KANAK AL FASIHI DAY SCHOOL KECAMATAN TEMPE KABUPATEN WAJO
DOI:
https://doi.org/10.23969/jp.v11i01.43849Keywords:
holistic integrative ECD, quality of educational units, implementationAbstract
This study aims to describe and analyze the implementation of the Holistic Integrative Early Childhood Development (HI-ECD/PAUD HI) program in enhancing the quality of educational units at TK Al Fasih Day School, Tempe District, Wajo Regency. HI-ECD is an approach to early childhood development designed to meet children's diverse and interrelated essential needs simultaneously, systematically, and in an integrated manner. This research employs a qualitative method, with data collected through interviews, observations, and documentation. The findings indicate that the implementation of HI-ECD at TK Al Fasih Day School encompasses services in education, health, nutrition, care, parenting, as well as protection and welfare. Integration strategies are executed through collaboration with relevant agencies, such as community health centers (Puskesmas) and the Social Affairs Office. Supporting factors for this implementation include the commitment of school management and active parental participation, while identified barriers involve limitations in specific health-supporting infrastructure. The implementation of this program has significantly improved the quality of the educational unit, as evidenced by enhanced management standards, fulfillment of student nutrition, and the achievement of school accreditation.
Downloads
References
Ambariani, R., & Suryana, D. (2022). Hambatan implementasi PAUD berbasis holistik integratif. Jurnal Pendidikan Anak Usia Dini, 6(2), 120–129.
Bappenas. (2013). Pedoman pengembangan anak usia dini holistik integratif. Jakarta: Bappenas.
Fardila Aeni, N., et al. (2022). Implementasi PAUD holistik integratif di Kabupaten Lombok Utara. Jurnal Obsesi, 6(3), 2101–2110.
Fitriani, R., & Nurlaili. (2020). Kendala implementasi PAUD holistik integratif di Indonesia. Jurnal Pendidikan, 9(1), 45–53.
Hidayati, N., & Fauziah, P. Y. (2024). Peran kepemimpinan dalam implementasi PAUD holistik integratif. Jurnal Pendidikan Usia Dini, 18(1), 55–67.
Kementerian Pendidikan dan Kebudayaan. (2015). Petunjuk teknis penyelenggaraan PAUD holistik integratif. Jakarta: Kemendikbud.
Kurniawan, A., Sari, D., & Putri, R. (2022). Evaluasi program PAUD holistik integratif berbasis sistem monitoring. Jurnal Manajemen Pendidikan, 10(2), 134–142.
Mulyana, D. (2018). Implementasi layanan PAUD berbasis holistik integratif. Jurnal Pendidikan Dasar, 7(1), 78–85.
Nugraha, A., & Lestari, S. (2020). PAUD holistik integratif berbasis komunitas. Jurnal Pendidikan Anak, 9(2), 101–110.
Peraturan Presiden Nomor 60 Tahun 2013 tentang Pengembangan Anak Usia Dini Holistik-Integratif.
Pratiwi, H., Rahman, A., & Putra, D. (2023). Pelatihan guru dalam implementasi PAUD HI. Jurnal Pendidikan Anak Usia Dini, 7(1), 33–41.
Rahman, M., Yusuf, A., & Hadi, S. (2021). Integrasi layanan kesehatan dan pendidikan dalam PAUD HI. Jurnal Ilmu Pendidikan, 13(2), 89–98.
Suprapto. (2020). Stimulasi deteksi dan intervensi dini tumbuh kembang anak. Jurnal Kesehatan Anak, 5(1), 12–20.
Suryadi, D., & Hariani, L. (2022). Peran orang tua dalam PAUD holistik integratif. Jurnal Pendidikan, 11(1), 66–74.
Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Wulandari, R., Setiawan, B., & Pramono, H. (2021). Koordinasi lintas sektor dalam implementasi PAUD HI. Jurnal Administrasi Pendidikan, 28(1), 45–53.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
