Sosialisasi Model Pembelajaran Terpadu Berbasis Nilai Islam sebagai Solusi Kesenjangan Transisi PIAUD ke MI bagi Guru

Abstract

The transition from Early Childhood Education (PIAUD) to Islamic Elementary School (MI) is a critical period that ideally addresses children's academic readiness, psychological well-being, and character values, including Islamic values, yet the implementation of PIAUD-MItransition policies in the field remains partial and poorly integrated across levels. This community service activity aimed to analyze teachers' needs regarding an Islamic values-based transition learning model and to disseminate the findings to teachers. The activity was carried out using a descriptive qualitative approach with a Participatory Action Research model through three stages, namely needs analysis, socialization, and evaluation, involving 24 PIAUD and lower-grade SD/MI teachers and 4 school principals from three partner educational institutions. Data were collected through semi-structured interviews, Focus Group Discussions, and observations, then analyzed using the Miles and Huberman interactive model. The needs analysis showed that teachers had not fully understood the transition policy, lacked a cross-level communication forum, and needed a learning model integrating Islamic values. Based on these findings, an integrated learning model was developed and disseminated through a face-to-face workshop and guidebook. The evaluation results showed improved teacher understanding of the PIAUD-MItransition policy and positive acceptance of the developed model.