ABSTRAK Siti Chabibah. Manajemen Pendidikan Anak Usia Dini.

Studi Kasus di Taman Kanakkanak Islam terpadu (TKIT) Full-Day School Muadz bin Jabal Yogyakarta. Tesis. Yogyakarta: Program Pascasarjana Universitas Negeri Yogyakarta, 2009. Penelitian ini bertujuan untuk mengungkapkan manajemen pendidikan anak usia dini di Taman Kanak-kanak Islam Terpadu (TKIT) Muadz bin Jabal dengan sistem fullday school dan terpadu. Penelitian ini menggunakan pendekatan kualitatif dan bersifat deskriptif naturalistik dengan desain studi kasus. Subyek penelitian ini adalah kepala sekolah, pendidik atau ustadzah, siswa, orang tua atau wali siswa Taman Kanak-kanak Islam Terpadu (TKIT) Muadz bin Jabal. Data dikumpulkan melalui pengamatan berpartisipasi, wawancara mendalam, serta dokumentasi, dan dianalisis melalui cara reduksi data, display dan membuat kesimpulan atau verifikasi. Pengecekan keabsahan data dilakukan melalui ketekunan pengamatan, perpanjangan keikutsertaan, triangulasi, dan kecukupan referensi. Hasil penelitian menunjukkan bahwa kepala sekolah sebagai pimpinan dalam menjalankan fungsi-fungsi manajemen sangat menekankan kerjasama dalam satu visi dan misi dengan keikhlasan, semangat, dan loyalitas yang tinggi. Perencanaan dilakukan dengan perencanaan strategik, penyusunan lesson plan; pengorganisasian dilaksanakan dengan pengkoordinasian tugas, kesempatan, pengalaman dan wawasan dalam sistem rolling dan komunikasi terbuka; mengadakan pertemuan rutin dan terdokumentasi dalam arsip notulen serta peningkatan kualitas SDM; pengawasan dilakukan dengan observasi langsung, informasi guru dan rapat rutin. Sekolah juga bekerja sama dan melibatkan orang tua atau wali siswa dalam POMG, parenting school, atau evaluasi siswa dengan alat alat pendidikan seperti observasi, pemberian tugas, performance, dan porto folio. Pendidikan dengan sistem full-day school dapat mendukung kedekatan personal antara kepala sekolah, guru, sehingga mendukung terjadinya kerja sama dan keterbukaan menerima kritik dan saran, baik dalam perencanaan, pengorganisasian, pelaksanaan maupun pengawasan atau evaluasi demi peningkatan mutu pendidikan.Sistem full-day school dapat mendukung proses internalisasi nilai pendidikan bagi siswa dengan mengidentifikasikan keteladanan guru, belajar bersosialisasi, dan melatih kemandirian. Guru mudah mengenal karakter siswa dan membantu pendidikan dan pengasuhan bagi anak usia dini yang orang tuanya sibuk bekerja atau tidak dapat maksimal dalam pendidikan anak usia dini atau dalam meminimalkan pengaruh media elektronik dan lingkungan yang tidak kondusif bagi pendidikan dan perkembangan kepribadian anak usia dini. Faktor penghambatnya adalah masih ada guru yang belum bersertifikasi pendidik anak usia dini dan belum adanya sistem sentra sesuai tema.

ii ABSTRACT Siti Chabibah. The Management of Early Childhood Education.The Case Study at Taman Kanak-kanak Islam Terpadu (TKIT) Full-Day School of Muadz bin Jabal Yogyakarta. Thesis. Yogyakarta: Graduate School, Yogyakarta State University, 2009. This research was aimed at revealing the management of early childhood education at Taman Kanak-kanak Islam Terpadu (TKIT) Muadz bin Jabal Yogyakarta including the function of planning, organizing, implementing and controlling. Besides, it was also to describe the models of early childhood education consisting of education and learning process through an integrated full-day school system. This research used the qualitative approach and descriptive-naturalistic in nature using the design of a case study. The subjects were the principal, the educators or ustadzahs, the students, the students parents or guardians of Taman Kanak-kanak Islam Terpadu (TKIT) Muad bin Jabal Yogyakarta. The data were gathered through participative observation, indepth interview and documentation, and analyzed through data reduction, display, and making conclusion or verification. The examination of the data validity was done by the length of participation, observation perseverance, triangulation, and reference adequacy. The result of the research suggested that the principal as a leader in executing the functions of management emphasizes the cooperation in one vision and mission based on sincerity, high spirit and loyalty. Planning is done strategically by making a lesson plan; organizing is done by coordinating the jobs or tasks, opportunity, experience and knowledge in the rolling system and open communication; implementation is done by holding routine meetings documented in files of minutes or notes and promoting the quality human resources; controlling is done by observation, teacher information, and routine meetings The school also cooperates with and involves the students parents or guardians in POMG, parenting school or student evaluation with education tools such as observation, portfolio and performance.The education with a full-day school system can build the personal attachment among the principal, teachers and students, so it can support the cooperation and openness of accepting the criticism and suggestion in planning, organizing, implementing and controlling or evaluation for the sake of improving the quality of education. In the system, the educators could know better the students character and it facilitates in educating and guiding the students. In the Full-day school system can support internalize the education values for students with identify teachers as models, sosialize easily and independent. The educators could know the students character easily assist mothering and educate the students in the school environment especially for those whose parents work all day or cannot maximally educate their early aged or eliminate the negative effect of electronic media and environment area that is not kondusif for education and development of personality of early aged children. The

iii resistor factors : there are still teachers which has not sertifikation as the educator of early education, has not existence of system angle of according to theme.