Diferensiasi Pengembangan Motorik Anak Usia Dini: Telaah Komparatif Strategi Implementasi Program pada Dua Institusi PAUD

Abstract

The essential basis for Early Childhood Development (ECD) is physical motor skills; however, the diversity of motor achievements in each individual requires differentiated learning strategies in ECD environments. This study focuses on comparing the efficacy of two different program approaches, namely the Moving Class Model and the Daily Routine Model, in facilitating the differentiation of motor activities in two institutions. The methodology applied was Multi-Site Comparative Qualitative, involving triangulation of data from intensive observation, in-depth interviews, and review of relevant documents. Data were collected through a series of intensive observations, in-depth interviews with educators at RA Al-Muttaqin and RA Al-Istiqomah, and careful analysis of all relevant program documentation. The research findings indicate that both institutions reflect a strong dedication to motor stimulation, but there are differences in focus in the practice of differentiation. The institution that applies the Moving Class (RA Al-Muttaqin) shows superiority in internal differentiation, by providing specific interventions for children who need individual support. Conversely, institutions that adopt the Daily Routine (RA Al-Istiqomah) are more prominent in terms of consistency in the frequency of daily stimulation and the strengthening of structured parent partnerships for follow-up in the domestic environment. The conclusion that can be drawn is that successful differentiation requires comprehensive synchronization between individual, task, and environmental subsystems, in line with the perspective of Dynamic Systems Theory. The practical implication is the urgent need to integrate adaptive models in school institutions with systematic family partnerships in order to achieve holistic motor physical development