NATURE SCHOOL–BASED CURRICULUM MANAGEMENT STRATEGIES THROUGH CHILD-CENTERED LEARNING AND RELIGIOUS HABITUATION PROGRAMS AT PAUD SAUNG: A QUALITATIVE STUDY

Abstrak

Curriculum management in nature-based early childhood education requires a strategic approach that integrates child-centered learning with religious habituation programs to support holistic character development. This study aims to analyze the curriculum management strategy implemented through child-centered learning and religious habituation programs at PAUD Saung, Semarang Regency. The study employed a descriptive qualitative approach involving the principal and teachers as research participants. Data were collected through observations, interviews, and documentation and analyzed using the interactive model of Miles and Huberman, while data credibility was ensured through source and technique triangulation. The findings reveal that the curriculum management strategy is implemented through four key management functions: planning, organizing, implementation, and evaluation. Curriculum planning begins with a diagnostic assessment that serves as the foundation for developing the operational curriculum. Curriculum organization is carried out through collaboration among the foundation, principal, and teachers and is supported by continuous professional development for educators. Curriculum implementation emphasizes child-centered learning by utilizing the natural environment as the primary learning resource while integrating religious habituation programs into daily learning activities. Curriculum evaluation is conducted continuously through assessments of children's developmental progress, teacher reflection, and active parental involvement. Overall, the findings indicate that the curriculum management strategy effectively supports meaningful learning experiences while promoting children's cognitive, socio-emotional, spiritual, and character development in an integrated and sustainable manner.