Analisis Perbandingan Kurikulum Pendidikan Anak Usia Dini di Jepang dan Australia: Kajian Studi Literatur
DOI:
https://doi.org/10.24114/jt.v15i3.71153Kata kunci:
Kurikulum PAUD, Jepang, Australia, Studi Literatur, EYLF, Pendidikan Anak Usia DiniAbstrak
Penelitian ini bertujuan untuk menganalisis dan membandingkan model serta pendekatan kurikulum Pendidikan Anak Usia Dini (PAUD) di Jepang dan Australia berdasarkan studi literatur terkini. Pendekatan penelitian yang digunakan ialah studi literatur kualitatif dengan mengkaji berbagai jurnal internasional dari tahun 2020–2025 yang relevan dengan kebijakan dan implementasi kurikulum PAUD di kedua negara. Hasil studi menunjukkan bahwa Jepang menekankan keseimbangan antara perkembangan sosial-emosional dan kesiapan akademik melalui integrasi nilai-nilai budaya (moral education dan group harmony), sedangkan Australia menitikberatkan pada kerangka Early Years Learning Framework (EYLF) yang berbasis pada inklusivitas, keberagaman, dan pembelajaran berbasis pengalaman anak. Implikasi penelitian ini menegaskan pentingnya adopsi prinsip fleksibilitas, partisipasi orang tua, serta pelatihan guru yang berkelanjutan dalam konteks pengembangan kurikulum PAUD di Indonesia.
Referensi
Bredekamp, S. (2019). Effective Practices in Early Childhood Education: Building a Foundation. Pearson Education.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
DEEWR. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (Version 2). Department of Education, Employment and Workplace Relations.
Keary, A., Garvis, S., Zheng, C., & Walsh, L. (2023). Teacher planning and curriculum frameworks: A case study of ECEC practice in Australia. Early Childhood Education Journal, 52(1), 1–15. https://doi.org/10.1007/s10643-023-01552-1
Matsumoto, R. (2022). Cultural values in Japanese early childhood curriculum: Character and community. Asia-Pacific Education Review, 23(1), 89–102.
MEXT. (2022). Course of Study for Kindergarten. Ministry of Education, Culture, Sports, Science and Technology, Japan.
NAEYC. (2020). Developmentally Appropriate Practice in Early Childhood Programs (4th ed.). National Association for the Education of Young Children.
Nishino, A. (2023). Moral Education and Social Harmony in Japanese Early Childhood Classrooms. Tokyo University Press.
Phillips, A. (2025). Supporting early childhood education and care workforce and service quality through governance practices. Education Sciences, 15(3), 267. https://doi.org/10.3390/educsci15030267
Saito, M., Takahashi, R., & Yamaguchi, S. (2021). Development of the START program for academic readiness and its impact on behavioral self-regulation in Japanese kindergarteners. Early Childhood Education Journal, 49(6), 1123–1136.
Snyder, H. (2019). Literature review as a research method: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Tayler, C., & Cloney, D. (2020). Learning through play in multicultural early childhood settings: Reflections from Australia. International Journal of Early Years Education, 28(3), 215–230.
UNESCO. (2021). Global Framework for Early Childhood Education Policies. UNESCO Publishing.
Yamaguchi, S., & Nishida, H. (2020). Play-based learning and character education in Japanese kindergartens. Asia-Pacific Journal of Research in Early Childhood Education, 14(2), 111–125.
Unduhan
Diterbitkan
Terbitan
Bagian
Kategori
License
Copyright (c) 2026 Ulfa Muhrijah Harahap, Pilma Sindy Arizka, Anita Yus
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
