Carnawi Carnawi, Zamzami Zamzami, Imam Abdullah, Gunawan Gunawan

Optimalisasi Mutu Pendidikan di KB PAUD Terpadu Al-Bahjah melalui Peningkatan Kompetensi Guru Berbasis Forum Group Discussion

Introduction

Optimalisasi mutu pendidikan di kb paud terpadu al-bahjah melalui peningkatan kompetensi guru berbasis forum group discussion. Tingkatkan mutu pendidikan PAUD Al-Bahjah melalui peningkatan kompetensi guru via FGD. Pelajari manajemen kelas, kurikulum, & strategi kreatif untuk pendidikan anak usia dini yang lebih baik.

Abstract

This community service program aimed to optimize the quality of education at KB PAUD Terpadu Al-Bahjah by enhancing teacher competence through a Forum Group Discussion (FGD) approach. The method involved initial observation, material preparation, interactive FGDs, and post-activity evaluation. The results revealed an improvement in teachers’ understanding of classroom management, curriculum planning, and the implementation of creative strategies based on group discussion. Scientific findings indicate that FGDs promote collaboration, critical reflection, and the sharing of best practices among educators, significantly contributing to professional development. This aligns with collaborative learning theories emphasizing social interaction as a means of competency improvement. The program created a positive impact by fostering new skills and a collaborative work culture that supports improved educational quality in early childhood institutions.

Review

This community service program report addresses a highly relevant topic in educational development: optimizing educational quality in early childhood institutions through targeted teacher competence enhancement. The paper's primary objective—to improve educational quality at KB PAUD Terpadu Al-Bahjah by leveraging Forum Group Discussions (FGDs) for teacher professional development—is clearly articulated. The methodological approach, encompassing initial observation, material preparation, interactive FGDs, and post-activity evaluation, suggests a practical, intervention-based design. This direct engagement with a specific educational setting offers valuable insights into context-specific professional development strategies. The reported outcomes are encouraging, indicating a tangible improvement in teachers’ understanding of critical pedagogical areas such as classroom management, curriculum planning, and the implementation of creative strategies. The abstract effectively highlights the mechanism through which these improvements were achieved, emphasizing that FGDs fostered collaboration, critical reflection, and the sharing of best practices among educators. This aligns well with established collaborative learning theories, thereby providing a theoretical underpinning for the observed success. The positive impact, notably the cultivation of new skills and a collaborative work culture, underscores the practical utility and potential for sustained improvement in early childhood education quality. While the abstract clearly presents a successful intervention, a more detailed account of certain methodological aspects would enhance its scientific rigor for a journal publication. Specifically, information regarding the duration of the FGD program, the number of participating teachers, and the specific instruments or methods used to *measure* the improvement in teachers' understanding and skills (e.g., pre/post assessments, observational rubrics) would strengthen the findings. Future scholarly work building on this foundation could explore the long-term impact on student outcomes, the scalability of this FGD model to other institutions, and a more robust quantitative or mixed-methods evaluation of teacher competency gains. Despite these suggestions for further detail, the abstract effectively conveys a valuable and impactful community service initiative with promising implications for professional development in early childhood education.

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