Kesenjangan antara Kompetensi Pedagogik dan Praktik Implementasi Kurikulum 2025 pada Guru PAUD: Studi Kasus di Muara Kaman

Authors

  • Ria Rodiyah PG PAUD/ FKIP/Universitas Widya Gama Mahakam Samarinda, Indonesia
  • Hanita Hanita PG PAUD/ FKIP/Universitas Widya Gama Mahakam Samarinda, Indonesia
  • Yuni Ika Pratiwi PG PAUD/ FKIP/Universitas Widya Gama Mahakam Samarinda, Indonesia
  • Rizqi Syafrina PG PAUD/ FKIP/Universitas Widya Gama Mahakam Samarinda, Indonesia

DOI:

https://doi.org/10.24903/jw.v11i2.2485

Keywords:

Pedagogical Competence, Curriculum 2025, Early Childhood Education, Curriculum Implementation, Practice Gap

Abstract

The implementation of the 2025 Curriculum in Early Childhood Education (PAUD) requires teachers to translate child-centered learning, play-based learning, and authentic assessment principles into classroom practice. This study aimed to analyze teachers’ pedagogical competence in implementing the 2025 Curriculum and identify gaps between conceptual understanding and actual practice in PAUD institutions in Muara Kaman District, Kutai Kartanegara Regency. A qualitative case study design was employed. Participants were 10 teachers from five PAUD institutions selected purposively. Data were collected through observation, semi-structured interviews, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicate that teachers generally understood the principles of child-centered learning, play-based learning, and authentic assessment and had incorporated these principles into classroom activities. However, gaps remained in translating conceptual understanding into documented lesson planning, systematic assessment recording and use, and the use of learning technology. Document analysis showed that three of the ten teachers had not prepared written learning plans although they understood the procedures. Professional collaboration through planning meetings and teacher discussions was found to support teachers in addressing implementation challenges. These findings indicate that strengthening curriculum implementation requires practice-oriented mentoring in addition to strengthening teachers’ conceptual understanding.

References

Ashari, A. T., Aprilia, D., Pransiska, D., & Suhaillah, Y. (2023). Early Childhood Learning Process According to Ki Hadjar Dewantara’s Approach. Jurnal Riset Ilmu Pendidikan, 3(2), 70–74. https://doi.org/10.56495/jrip.v3i2.357

Charmaz, K. (2007). Grounded Theory. In The Blackwell Encyclopedia of Sociology. Wiley. https://doi.org/10.1002/9781405165518.wbeosg070

Edi Waluyo, Amirul Mukminin, Bagus Kisworo, Wantoro, W., & Nabila Zakiyyatul Af’idah. (2025). Penguatan Interelasi Guru dan Kurikulum Menuju PAUD Berkualitas. PaKMas: Jurnal Pengabdian Kepada Masyarakat, 5(1), 89–96. https://doi.org/10.54259/pakmas.v5i1.3224

Fletcher, K., Wright, C. A., Pesch, A., Abdurokhmonova, G., & Hirsh-Pasek, K. (2024). Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st century skills. Journal of Children and Media, 18(3), 309–321. https://doi.org/10.1080/17482798.2024.2356956

Ghosh, U. (2024). The Role of Play-Based Learning in Enhancing Cognitive and Emotional Development in Early Childhood. International Journal For Multidisciplinary Research, 6(6). https://doi.org/10.36948/ijfmr.2024.v06i06.34144

Good, R. (2022). Authentic Assessment. In Authentic Assessment. Routledge. https://doi.org/10.4324/9781138609877-REE54-1

Hardian, D. E., Ningsih, N., Amalia, N., & Suyati, S. (2025). Implementation of Academic Supervision by School Principals to Improve Teachers’ Pedagogical Competence (A Narrative Qualitative Study at Primary Schools in the Border Area of East Kalimantan). JIIP - Jurnal Ilmiah Ilmu Pendidikan, 8(9), 10939–10944. https://doi.org/10.54371/jiip.v8i9.9345

Inbar-Lourie, O. (2017). Language Assessment Literacy. In Language Testing and Assessment (pp. 257–270). Springer International Publishing. https://doi.org/10.1007/978-3-319-02261-1_19

Jamilah, J. (2023). Kompetensi paedagogik guru dalam penyusunan perencanaan pembelajaran melalui supervisi akademik dapat meningkatkan kualitas mengajar guru dan hasil belajar siswa di Madrasah Ibtidaiyah Negeri Binjai semester genap tahun pelajaran 2021/2022. JGK (Jurnal Guru Kita), 7(2), 451–466. https://doi.org/10.24114/jgk.v7i2.47396

Labib, M. H., Ihsanuddin, A. N., & Ikhrom. (2024). The The Problems of Teachers’ Readiness in Implementing New Curriculum; A Systematic Literature Review. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 6(1). https://doi.org/10.19105/ghancaran.v6i1.11277

Maryanto, A. T. T. (2005). Pengembangan Instrumen Analisis Kompetensi Tutor Pendidikan Anak Usia Dini (PAUD). Jurnal Penelitian Dan Evaluasi Pendidikan, 7(2). https://doi.org/10.21831/pep.v7i2.2023

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications.

Misna, M., & Pamungkas, B. (2025). The Effectiveness of Contextual Play-Based Learning in Enhancing Language Skills of Early Childhood Learners with Learning Difficulties. Journal of Innovation and Research in Primary Education, 4(3), 1536–1549. https://doi.org/10.56916/jirpe.v4i3.1544

Misnawati Misnawati. (2024). Penguatan Kapasitas Pendidik PAUD Mewujudkan PAUD Berkualitas Secara Holistik Integratif. Ta’rim: Jurnal Pendidikan Dan Anak Usia Dini, 5(3), 01–11. https://doi.org/10.59059/tarim.v5i3.1290

Mohammad, C. (2024). Current Issue: Rethinking the Role of Early Childhood Education: Academic vs Child-Centered Learning. Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(2), 309–319. https://doi.org/10.54940/ep18212365

Natsir, T. A. L., Novita Ashari, H. Saifuddin, Amiruddin, St. Hajar Dilla AT, & Nurzhafirah. (2025). Traditional Game-Based Independent Curriculum Learning Tools in Early Childhood Education Institutions. Jurnal Pendidikan Anak Usia Dini Undiksha, 13(2), 364–374. https://doi.org/10.23887/paud.v13i2.85991

Ninthia, D. S., Dwiyono, Y., Akhmad, Mulawarman, W. G., Nurlaili, N., & Yahya, M. (2025). The Principal’s Management in Developing Teachers’ Pedagogical Competence for Quality Improvement at PAUD Terpadu KB dan TK Melati Putih Plus Samarinda. EduLine: Journal of Education and Learning Innovation, 5(2), 256–261. https://doi.org/10.35877/454RI.eduline3865

Novidiyanti, F., Sutarto, J., & Avrilianda, D. (2025). The Mediating Role of Pedagogical Competence in the Relationship between Competency-Based Training and Early Childhood Learning Outcomes. Jurnal Penelitian Pendidikan, 42(2), 278–288. https://doi.org/10.15294/jpp.v42i2.30797

Nurul Qomariyah, N. Q., Masti Yanto, & Fathorrozy. (2024). Pendidikan Anak Usia Dini dalam Perkembangan Tekhnologi: Peran Kurikulum Ramah Anak dan Literasi Artificial Intelligence. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 782–790. https://doi.org/10.19105/kiddo.v1i1.12782

Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2024). Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program. Early Education and Development, 35(5), 1103–1125. https://doi.org/10.1080/10409289.2024.2336661

Rucinski, D. A., Franco, J. B., Nocetti, V. G., Queirolo, P. T., & Daniel, G. C. (2009). Conceptual change among teachers involved in educational reform. International Journal of Leadership in Education, 12(2), 155–169. https://doi.org/10.1080/13603120802549790

Salim, N. A. (2021). Peningkatan kualitas pendidikan anak usia dini: peran pendekatan pedagogis dan kualifikasi guru. Jurnal Warna : Pendidikan Dan Pembelajaran Anak Usia Dini, 6(2), 101–114. https://doi.org/10.24903/jw.v6i2.1532

Sele, Y., & Sila, V. U. R. (2022). Problematika Kompetensi Pedagogik Guru dalam Pembelajaran. Biocaster : Jurnal Kajian Biologi, 2(4), 225–230. https://doi.org/10.36312/bjkb.v2i4.152

Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7

Wijayanti, T. D. (2022). Analisis Kesulitan Penilaian Autentik DALAM Pembelajaran Daring PAUD selama Pandemi Covid-19. Satya Widya, 37(2), 101–115. https://doi.org/10.24246/j.sw.2021.v37.i2.p101-115

Pebriannti, W. (2024). Pengembangan Kompetensi Guru Paud dalam Proses Pembelajaran Anak Usia Dini. JISPENDIORA Jurnal Ilmu Sosial Pendidikan Dan Humaniora, 3(2), 81–87. https://doi.org/10.56910/jispendiora.v3i2.1477

Zulkarnain, Z., Adiputra, S., & Amir, A. (2025). The The Implementation of Teachers’ Pedagogical Competence in Elementary Schools. Kontribusia : Research Dissemination for Community Development, 8(1), 61. https://doi.org/10.30587/kontribusia.v8i1.8985

Downloads

Published

2026-09-29

How to Cite

Rodiyah, R., Hanita, H., Pratiwi, Y. I., & Syafrina, R. (2026). Kesenjangan antara Kompetensi Pedagogik dan Praktik Implementasi Kurikulum 2025 pada Guru PAUD: Studi Kasus di Muara Kaman . Jurnal Warna : Pendidikan Dan Pembelajaran Anak Usia Dini, 11(2), 100–115. https://doi.org/10.24903/jw.v11i2.2485

Issue

Vol. 11 No. 2 (2026): September

Section

Articles

License

Copyright (c) 2026 Ria Rodiyah, Hanita Hanita, Yuni Ika Pratiwi, Rizqi Syafrina

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Most read articles by the same author(s)