Implementation Of Minimum Learning Tools (Rpph And Simple Ape) On The Implementation Of Learning In Sangkareang State Kindergarten In The 2025/2026 Academic Year
DOI:
https://doi.org/10.58258/ja2xaa72Keywords:
Minimum Learning Tools; RPPH; Simple APE; Learning Implementation; Early Childhood Education.Abstract
This study aims to thoroughly analyze the implementation of minimum learning tools including Daily Lesson Plans (RPPH) and simple Educational Teaching Aids (APE), as well as their impact on the feasibility and performance of the learning process at TK Negeri Sangkareang in the Academic Year 2025/2026. The approach applied in this research is qualitative descriptive. The primary subjects consisted of the school principal, classroom teachers, and Group B children at TK Negeri Sangkareang. Data collection techniques were conducted through direct classroom observation, in-depth interviews with teaching staff, and documentation of administrative lesson tools. Data analysis was executed via an interactive model comprising data reduction, data display, and conclusion drawing. The results indicated that the implementation of the minimum RPPH had functioned effectively as an operational class guide, despite minor constraints in formulating specific evaluation indicators. The utilization of simple APE based on natural and surrounding waste materials (such as colored paper, stacking blocks, and collage media) proved capable of stimulating children's fine motor skills, cognitive development, and identity (cooperation) optimally. The main supporting factors included teacher teaching creativity and school management support, while the dominant inhibiting factors were limited media preparation time and lack of structured training regarding innovative APE developmentReferences
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