Kendala Mengikuti Instruksi dan Berinteraksi Sosial dalam Play-Based Learning: Studi Kasus Anak Usia 3-4 Tahun di Sekolah XYZ Jakarta Selatan
DOI:
https://doi.org/10.33387/cahayapd.v8i2.12938Kata Kunci:
Play-Based Learning, Mengikuti Instruksi, Interaksi Sosial, Regulasi Diri, Anak Usia DiniAbstrak
Perkembangan kognitif dan sosial merupakan aspek penting dalam pendidikan anak usia dini, khususnya dalam lingkungan pembelajaran berbasis bermain (Play-Based Learning). Anak usia 3–4 tahun dapat menghadapi kendala dalam mengikuti instruksi guru dan berinteraksi dengan teman sebaya, terutama pada lingkungan pembelajaran yang menggunakan bahasa Inggris sebagai bahasa pengantar. Penelitian ini bertujuan untuk mengeksplorasi faktor-faktor yang melatarbelakangi kendala anak dalam mengikuti instruksi guru dan berinteraksi dengan teman sebaya, serta mengidentifikasi strategi yang diterapkan sekolah untuk mengatasinya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa kendala dalam mengikuti instruksi guru berkaitan dengan hambatan bahasa, ketidakselarasan pola asuh di rumah dengan pembiasaan di sekolah, serta kemampuan regulasi diri dan perhatian anak yang masih berkembang. Sementara itu, kendala dalam interaksi sosial berkaitan dengan keterbatasan regulasi emosi, ketidakselarasan lingkungan rumah dan sekolah, serta perbedaan perkembangan kemampuan bahasa anak. Untuk mengatasi kendala tersebut, sekolah menerapkan berbagai strategi, meliputi penggunaan dukungan visual dan gestur, komunikasi individual, pemberian scaffolding secara bertahap, kegiatan role-play dan modeling, peran guru sebagai mediator, kolaborasi dengan orang tua, serta penyesuaian kegiatan pembelajaran.
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