Teacher Strategies for Improving Learning Quality in an Integrated Islamic Kindergarten
DOI:
https://doi-reg.org/10.88225/jpip.v19i2.87613Abstract
Improving kindergarten learning requires coordination between developmentally appropriate teaching, institutional support, and family participation. This study describes teachers’ strategies for improving learning quality at TK IT Mutiara Cendekia, Lubuklinggau, and examines the conditions supporting and constraining their implementation. A qualitative descriptive design was employed during April–May 2026. Data were collected through observation, interviews, and documentation involving one principal, four teachers, and four parents. Analysis followed data reduction, data display, and conclusion verification, with source triangulation used to compare perspectives. The findings identify an interconnected strategy comprising flexible planning, play and learning centres, differentiated assistance, concrete learning materials, Islamic habituation, continuous assessment, and parent communication. Teachers adapted activities to children’s interests, developmental differences, and fluctuating attention. Professional development, leadership, and a supportive environment facilitated implementation, while limited media variety and uneven family participation remained constraints. The study contributes a contextual account of how classroom adaptation and organisational support operate together. These findings describe perceived and observed improvements in learning processes rather than statistically established intervention effects.
Keywords: Teacher strategies; Learning quality; Kindergarten; Play; Partnerships
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Copyright (c) 2026 Linda Ilmayanti, Nelly Marhayati, Adam Nasution
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