Analysis of the Implementation of Early Childhood Education Transition to Primary School through Fun Learning

Abstract

This research analyzes good practice training assistance to facilitate the transition of early childhood (PAUD) to elementary school (SD) with a fun learning approach. This research aims to identify effective methods and strategies in facilitating children's transition from the initial education level to the basic education level. The research method of analyzing data is carried out in an interactive way and takes place continuously, where the technical flow of this interactive model is divided into four parts, namely data collection, data reduction, data presentation and drawing conclusions. Apart from that, to check the validity of the data using triangulation techniques, methods and data sources. If you look closely at the interactive model data analysis chart, a fun learning approach is implemented as the main focus in the mentoring program. This article covers the training design, resources used, and evaluation of the results of implementing this program. The results of this research show that (1) PPDB does not use the calistung test but uses assessment as a selection process. (2) MPLS activities have been implemented for 1 week. (3) The learning process in developing children's foundational abilities has been carried out in a fun way. This is proven by the pleasant learning room settings in elementary schools, the PAUD and early grade elementary school environments are in the same place, placing PG-PAUD graduates as teachers in early grade elementary schools. In addition, a fun learning approach significantly influences the ease of transition from PAUD to elementary school. Strategies such as educational games, use of technology in learning, and gradual introduction to the school environment have proven effective in reducing anxiety and increasing children's involvement in the learning process. research results that can make a significant contribution to the development of good practices in facilitating early childhood education transitions. The practical implications of these findings can be used as a guide for educators and trainers in supporting a smoother and more positive transition process for children.