Developing Play-Based Curriculum Implementation Guidelines as a Tool for Teachers’ Pedagogical Awareness: A Case Study at TK Alam Jingga

Febi Robianti; Mufutau Oyedapo Raufu; Anis Ulfiyatin

doi:10.17977/um084v4i12026p162-173

Authors

Febi Robianti International Open University https://orcid.org/0009-0002-5681-8015
Mufutau Oyedapo Raufu International Open University https://orcid.org/0000-0001-6040-4371
Anis Ulfiyatin STIQSI Lamongan https://orcid.org/0009-0001-3344-9686

DOI:

https://doi.org/10.17977/um084v4i12026p162-173

Keywords:

Play-based learning, Early childhood education, Curriculum implementation, Reflective pedagogy, Curriculum development team

Abstract

This study aims to analyze the structure, content, and integration of a play-based learning implementation guide as a pedagogical instrument to support reflective learning in early childhood education at TK Alam Jingga. A descriptive qualitative approach with document analysis was employed. The primary data source was the Play-Based Learning Implementation Guide, which integrates operational guidelines, technical procedures, instructional planning tools, and a monitoring and evaluation system. Data were collected through intensive and iterative document review and analyzed using qualitative content analysis. The findings indicate that the guide is systematically integrated and functions as a comprehensive pedagogical system rather than merely an administrative document. Play-based learning is positioned as the central learning paradigm, supporting children’s cognitive, socio-emotional, and moral development. Furthermore, deep lesson planning serves as a reflective tool that enhances teachers’ pedagogical awareness. The integration of religious values within play activities also reflects the contextual and holistic nature of the curriculum. Overall, the guide functions as an instrument of pedagogical transformation, supporting the sustainable and reflective implementation of a play-based curriculum in early childhood education.

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