MANAJEMEN PEMBELAJARAN PROJEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) PADA KEGIATAN MARKETDAY DALAM MENUMBUHKAN SIKAP KEWIRAUSAHAAN ANAK USIA DINI (AUD) (STUDI MULTI KASUS DI TKIT TAMASA DAN TKN 1 SUMBAWA)

Abstract

Learning management is the activity of managing the learning process to be effective, and in the management of learning activities, it includes (1) planning, (2) implementation, (3) organization, and (4) assessment of learning. Teachers carry out learning management activities P5 starting from the initial stage, development, and conclusion so that it can achieve the quality of P5 management in accordance with the Minister of Education and Culture & Research and Technology Decree number 262/M/2022. The research method used is qualitative, using a phenomenological approach and a multi-case study design. The data in this study consist of (1) primary data obtained from interview notes, observations, and documentation, and (2) secondary data obtained from the learning environment and school conditions. Data collection techniques include snowball sampling through (1) in-depth interviews, (2) participatory observation, and (3) documentation studies. Informants are determined using purposive techniques combined with source triangulation. Data analysis consists of (1) individual case analysis using interactive analysis techniques from Miles & Huberman (1984) and (2) cross-case analysis from Bogdan & Biklen (1986). The results of the study are as follows: (1) understanding of the concept of P5 learning management includes (a) lesson planning, (b) activity implementation, (c) organization of learning, and (e) assessment or learning assessment, (2) the form of P5 lesson planning is a teaching module, (3) P5 learning implementation is carried out through project-based, inquiry, and discussion approaches, (4) the themes developed as projects are the themes of "I Love the Earth" and "My Imagination and Creativity," implemented in the form of market day activities, (5) the stages carried out in P5 activities include (a) introduction stage, (b) development stage, and (c) conclusion stage, and (5) inhibiting factors include teacher competence and qualifications, negative mental attitudes from school principals, and teachers not being open, looking down on teachers, not appreciating, and a lack of willingness to learn independently. Success factors include parent and committee collaboration, learning community strengthening, facilitator mentoring, self-learning through PMM, and IT management skills.