MODEL PENDAMPINGAN PENDIDIK PAUD DI LEMBAGA PENYELENGGARA DIKLAT (LPD): STUDI KASUS DI BANTEN

SITI SYARAH BINTI SAIFUDIN, . (2026) MODEL PENDAMPINGAN PENDIDIK PAUD DI LEMBAGA PENYELENGGARA DIKLAT (LPD): STUDI KASUS DI BANTEN. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Peningkatan profesionalitas guru perlu dilakukan agar dapat membina kemampuan dan kompetensi guru sebagai upaya pengembangan kualitas pendidik. Usaha tersebut dilakukan dengan cara melakukan diklat, seminar, workshop, dan pelatihan lainnya. Pendidik PAUD adalah tenaga profesional yang memiliki tugas komprehensif, dimulai dari perencanaan, pelaksanaan, sampai pada menilai hasil pembelajaran, serta mengasuh, membimbing, dan melindungi anak didik. Oleh karena itu, menjadi keharusan bagi pendidik PAUD untuk memenuhi kualifikasi dan kompetensinya sebelum melaksanakan tugas dan kewajibannya sebagai guru PAUD. Penelitian ini bertujuan untuk menguraikan gambaran model pendampingan yang dilakukan LPD Banten. Metode penelitian yang digunakan adalah studi kasus tentang pendampingan pendidik PAUD di LPD Banten, dengan mewawancarai beberapa informan penelitian yang menyelenggarakan diklat berjenjang pendidik PAUD di wilayah tersebut. Hasil penelitian menunjukkan bahwa peningkatan kompetensi profesionalisme peserta program pelatihan dasar dapat diakui tidak hanya karena hasil post-test peserta yang tinggi, tetapi juga untuk perubahan permanen yang membutuhkan waktu dan kesempatan bagi peserta untuk menerapkan pengetahuan yang diperoleh selama pelatihan. Dari hasil analisis data dapat disimpulkan kompetensi profesionalisme guru PAUD menjadi lebih meningkat melalui diklat berjenjang ini. “Diklat Berjenjang” yang mencakup Diklat Tingkat Dasar, Mahir, dan Lanjutan dalam pelatihan harus memenuhi kebutuhan spesifik sebagai seorang pendidik PAUD yang berfokus pada peningkatan keterampilan dan pengetahuan praktis. Pendekatan terstruktur ini tidak hanya sangat penting untuk meningkatkan kompetensi pendidik tetapi juga membekali mereka dengan alat yang diperlukan secara efektif dalam membina dan mendidik anak muda. ***** Efforts to improve the professionalism of teachers must be carried out by enhancing their abilities and competencies. This improvement refers to initiatives aimed at supporting teachers in achieving quality development through training programs, seminars, workshops, and other professional development activities related to their educational duties. The development of various forms of intelligence in learning requires adequate knowledge and skills from educators to effectively reach learning objectives and optimize the growth potential of their students. The role of Early Childhood Education (PAUD) teachers is clearly seen in their success in nurturing, educating, and protecting children, as part of maximizing the brain connections that are formed at birth. PAUD educators are professionals with comprehensive responsibilities, including planning, implementing, and evaluating learning processes, as well as caring for, guiding, and safeguarding their students. Therefore, it is essential for PAUD teachers to meet required qualifications and competencies before carrying out their roles and responsibilities. This research aims to describe the mentoring model carried out by training providers (LPD) in Banten. The study uses a case study method focusing on the mentoring of PAUD educators in LPD Banten, involving interviews with key informants who conduct tiered training programs for PAUD teachers in the region. The findings show that improvements in professional competencies among participants of the basic training program are evident not only through high post-test results but also in long-term changes that require time and opportunities for participants to apply the knowledge gained during the training. The analysis concludes that PAUD teachers' professional competencies improve through the tiered training program. The “Tiered Training” model—which includes Basic, Skilled, and Advanced levels—must address the specific needs of PAUD educators by focusing on practical skills and applicable knowledge. This structured approach is not only essential for improving educator competencies but also equips them with the necessary tools to effectively mentor and educate young children

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Nurbiana Dhieni, M.PSi. ; 2). Dr. Sri Wulan, M.Si.
Subjects:	Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	FIP > S2 Pendidikan Anak Usia Dini
Depositing User:	FIP .
Date Deposited:	26 Feb 2026 01:26
Last Modified:	26 Feb 2026 01:26
URI:	http://repository.unj.ac.id/id/eprint/65743

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