Implementation of Cybernetic-Based Independent Curriculum in Early Childhood Education Institutions in Banten Province

Abstract

In the Indonesian context, the Independent Curriculum offers flexibility in the learning process, but its implementation in ECE faces challenges, especially related to technology and infrastructure. This study aims to explore the implementation of the cybernetic-based Independent Curriculum in ECE institutions in Banten Province, with a focus on the readiness of institutions, educators, and access to technology. A qualitative method with a case study design was used to explore the conditions in three ECE institutions. The results of the study show that although Condrodimuko Kindergarten has successfully implemented this curriculum, challenges such as lack of teachers' digital literacy and parental support still exist. At Nur Amila Kindergarten, teachers are trying to adapt, but limited network access hinders the use of technology. Meanwhile, Al-Mumtaz Islamic Kindergarten has not implemented a cybernetic approach because it is still using the center learning method. This research is expected to provide recommendations for improving the quality of early childhood education in Banten and support government policies in realizing an inclusive and adaptive Independent Curriculum