Penelitian ini memiliki tujuan untuk mengetahui peran perencanaan pembelajaran untuk performance mengajar guru PAUD. Penelitian dilakukan selama semester genap tahun ajaran 2018/2019. Penelitian merupakan kualitatif study kasus. Subjek penelitian terdiri dari 4 orang guru Cendekia Kids School yang memenuhi kriteria. Kriteria tersebut adalah guru tetap yayasan yang menjadi guru inti di kelas yang sudah diwajibkan membuat perencanaan pembelajaran. Penelitian inidirancang dengan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data menggunakan observasi, wawancara, dan dokumentasi.Tahapan analisis yang digunakan dengan reduksi data, display data dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan 44,44 % RPPH guru yang dikumpulkan tepat waktu dan rata-rata konten RPPH dinilai mulai berkembang. Rencana Program Pembelajaran harian yang disusun lengkap membantu guru dalam menguasai keterampilan mengajar membuka menutup pembelajaran, bertanya, variasi pembelajaran dan keterampilan menjelaskan. RPPH tidak cukup membantu jika hanya dihafalkan atau dibaca di kelas sambil mengajar tanpa dipahami. Menghafal akan membuat guru focus pada kegiatan menghafal bukan mengajar. Memahami RPPH membuat guru menampilkan performance percaya diri dan memunculkan keterampilan -keterampilan mengajar. RPPH merupakan perencanaan yang dibuat agar mencapai tujuan pembelajaran untuk anak bukan memaksakan kegiatan untuk anak. Perencanaan bisa berubah menyesuaikan keadaan anak dengan memodivikasi RPPH yang sudah dibuat. AbstractThis study aimed to determine the role of lesson plan for early childhood education teacher teaching performance. The study was conducted during the even semester of the 2018/2019 school year. Research was a qualitative case study. The research subjects consisted of 4 Cendekia Kids School teachers who met the criteria. These criteria were the foundation's permanent teachers who become the core teachers in the class that were required to make learning plans. Data collection uses observation, interviews, and documentation. The stages of the analysis was used by data reduction, data display and drawing conclusions or verification. The results showed 44.44% of the daily lasson plan of the teachers that were collected on time and the average lesson plan content was assessed as starting to develop. Daily Lesson Plan that were prepared in full help teachers in mastering teaching skills opening closing learning, asking questions, learning variations and explaining skills. Daily lasson plan is not enough to help if only memorized or read in class while teaching without being understood. Memorization will make the teacher focus on memorizing activities rather than teaching. Understanding the lesson plan make the teacher have a confident performance and bring up teaching skills. Lesson plan was a plan that is made in order to achieve learning objectives for children rather than imposing activities for children. Planning can change according to the child's situation by modifying the lesson plan that has been made.

Bercerita menjadi tradisi sejak jaman dahulu. Aktivitas bercerita dilakukan sebagai pengantar tidur. Bercerita dipercaya menstimulasi perkembangan literasi anak. Namun, tidak semua ibu memiliki ketrampilan bercerita. Situasi lelah ibu setelah seharian bekerja mengurangi performa dalam bercerita. Hal ini memunculkan pertanyaan bagaimana bercerita sebelum tidur bisa mengembangkan literasi anak dan apa buktinya. Penelitian ini bertujuan untuk mengetahui tahapan pengembangan literasi dini dengan cerita sebelum tidur. Penelitian merupakan penelitian kualitatif dengan pendekatan studi kasus. Subyek penelitian adalah 15 ibu peserta Kuliah Whatsaap Memahami Anak Melalui Cerita yang memiliki anak usia 2-6 tahun dan melakukan pembiasaan bercerita sebelum tidur. Pengumpulan data dilakukan dengan wawancara. Analisis data dilakukan melalui tahap reduksi data, data display, dan kesimpulan serta verivikasi. Hasil penelitian menemukan rutinitas bercerita dilakukan dengan tahapan pra bercerita dan saat bercerita. Pra bercerita dimulai dari membersihkan diri, berdoa dan memilih media serta tema cerita. Kegiatan bercerita dilakukan dari pengantar cerita, penggunaan media bercerita, penguasaan cerita, komunikasi isi cerita, dan memberi kesempatan anak bercerita. Dari rutinitas bercerita maka akan terdapat stimulasi perkembangan literasi yang diperoleh antara lain literasi informasi, visual, lisan, dan literasi terhadap teks tertulis. kesulitan menyajikan cerita dengan menarik. Kesimpulan menemukan ibu melakukan rutinitas bercerita sebelum tidur dengan persiapan pra bercerita dan bercerita dengan melibatkan anak untuk menstimulasi literasi anak.

Teacherpreneurship skills are expected to be possessed by PAUD teachers to answer today's challenges. Teacherpreneurship skills can be developed starting from PG PAUD students, as future PAUD teacher candidates. PG PAUD UNIPMA applied 4 BKP MBKM (student exchanges, internships, research, and entrepreneurship) to develop teacherpreneurship skills. However, it is not yet known how the role of MBKM in realizing this would be. So the question that arises would be how the role of MBKM on teacherprenership skills is. This research s a quantitative descriptive study that aimed to describe the role of MBKM on teacherpreneurship skills. The research subjects were students of the PG PAUD UNIPMA who participated in the MBKM program and the object was teacherpreneurship skills. Data were collected from teacherpreneurship questionnaire with indicators of role in creativity and effectiveness. The results showed that 61.54% stated that the role of MBKM was good and 38.46 % stated that the role of MBKM was very good for teacherpreneurship skills.

This study aims to determine the development of sportsmanship in children through a modified game of HOT (Hoki Tiup) during the pandemic. The research was conducted at Rumah Belajar All Kids. The research subjects were selected by purposive sampling, namely 4 children aged 5-6 years who did limited face-to-face learning. This research is a qualitative research with a case study approach. Methods of data collection used interviews, observation, and document study. The data analysis was used the data reduction stage, data presentation and conclusion drawing. The results of this study indicate that sportsmanship develops from the aspects of respect, fairness, and acceptance of the results of the game. Respect is shown through natural expressions when experiencing victory or defeat. A fair attitude is marked by the child starting to obey the rules of the game when playing with all his friends.The child receives the final result of the game.