IMPLEMENTASI PEDAGOGICAL CONTENT KNOWLEDGE (PCK) DALAM PENDEKATAN MONTESSORI

YUSTINA TRI BUDI PAMULARSIH, . (2025) IMPLEMENTASI PEDAGOGICAL CONTENT KNOWLEDGE (PCK) DALAM PENDEKATAN MONTESSORI. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini mengkaji implementasi Pedagogical Content Knowledge (PCK) oleh guru dalam pendekatan Montessori di kelas inklusif anak usia dini. PCK mencakup integrasi pengetahuan konten (Content Knowledge), strategi pedagogis (Pedagogical Knowledge), dan pemahaman karakteristik peserta didik. Dalam konteks kelas yang heterogen, penerapan PCK menjadi landasan penting dalam pengambilan keputusan pembelajaran yang adaptif dan responsif. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif-analitis. Subjek penelitian adalah dua guru di Sekolah Aluna Montessori dengan anak usia 4 - 6 tahun dalam kelas campuran. Teknik pengumpulan data mencakup observasi, wawancara, dan dokumentasi, dengan analisis data mengikuti model Miles & Huberman. Hasil penelitian menunjukkan bahwa guru mengimplementasikan PCK melalui strategi pembelajaran individual, pemilihan alat Montessori sesuai kesiapan anak, serta asesmen formatif berbasis observasi harian. Tantangan muncul dalam integrasi tema mingguan ke semua area pembelajaran, terutama Practical Life dan Sensorial, namun diatasi melalui refleksi dan kolaborasi. Implementasi PCK berkontribusi pada meningkatnya kemandirian, keterlibatan, serta perkembangan sosial-emosional anak, termasuk anak berkebutuhan khusus. Temuan ini menegaskan bahwa penerapan PCK dalam pendekatan Montessori memperkuat efektivitas pembelajaran yang berpusat pada anak dalam konteks inklusi. Kata kunci: Pedagogical Content Knowledge, Montessori, kelas inklusi, guru PAUD, asesmen formatif **** ABSTRACT This study examines the implementation of Pedagogical Content Knowledge (PCK) by teachers in the Montessori approach in inclusive early childhood classrooms. PCK encompasses the integration of content knowledge, pedagogical knowledge, and an understanding of student characteristics. In the context of a heterogeneous classroom, the application of PCK serves as a crucial foundation for making adaptive and responsive learning decisions. The research method used is qualitative with a descriptive-analytical approach. The research subjects are two teachers at Aluna Montessori School with children aged 4–6 years in a mixed class. Data collection techniques include observation, interviews, and documentation, with data analysis following the Miles & Huberman model. The results of the study indicate that teachers implement PCK through individualized learning strategies, the selection of Montessori materials appropriate to the child's readiness, and formative assessment based on daily observations. Challenges arise in integrating weekly themes into all areas of learning, particularly Practical Life and Sensorial, but these are addressed through reflection and collaboration. The implementation of PCK contributes to increased independence, engagement, and social-emotional development in children, including those with special needs. These findings confirm that the application of PCK in the Montessori approach strengthens the effectiveness of child-centered learning in an inclusive context. Keywords: Pedagogical Content Knowledge, Montessori, inclusive classroom, early childhood education teachers, formative assessment

Item Type:	Thesis (Magister)
Additional Information:	1). Nurbiana Dhieni, M.Psi; 2). Dr(phil) Sri Indah Pujiastuti, M.Pd
Subjects:	Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S2 Pendidikan Anak Usia Dini
Depositing User:	Yustina Tri Budi Pamularsih .
Date Deposited:	14 Aug 2025 06:31
Last Modified:	14 Aug 2025 07:38
URI:	http://repository.unj.ac.id/id/eprint/61041

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