Mengamati, Bertanya, dan Menemukan: Praktik Pembelajaran Eksploratif Anak Usia Dini di Satuan Pendidikan Kerjasama
DOI:
https://doi.org/10.33387/cahayapd.v8i2.13022Kata Kunci:
Anak Usia Dini, Eksplorasi, Inquiry, Belajar Melalui BermainAbstrak
Penelitian ini bertujuan mendeskripsikan praktik pembelajaran eksploratif pada anak usia dini di sebuah Satuan Pendidikan Kerja Sama (SPK), dengan fokus pada fasilitasi kesempatan bagi anak untuk mengamati, bertanya, mencoba, menemukan, dan menghubungkan pengalaman belajar di kelas dengan kehidupan nyata. Penelitian ini menggunakan pendekatan deskriptif kualitatif dan dilaksanakan pada Agustus–September 2026. Data diperoleh melalui observasi terhadap kegiatan pembelajaran dan lingkungan sekolah, wawancara dengan kepala sekolah, guru, dan orang tua yang dipilih secara purposif berdasarkan keterlibatan dan pengalaman mereka dalam pelaksanaan pembelajaran eksploratif, serta telaah dokumen yang mencakup perencanaan pembelajaran, asesmen, portofolio, Learning Journey, dan program sekolah. Analisis data dilakukan secara interaktif melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Kredibilitas data dijaga melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan empat pola utama. Pertama, lingkungan dan pengalaman nyata dimanfaatkan sebagai pemantik observasi dan rasa ingin tahu anak. Kedua, guru membangun ruang bagi anak untuk bertanya, mencoba, berdiskusi, dan menyampaikan gagasan melalui pembelajaran yang berpusat pada anak. Ketiga, eksplorasi diperluas melalui kegiatan bermain, proyek, literasi, STEM, coding, kegiatan kokurikuler, serta Learning Journey yang menghubungkan konsep pembelajaran dengan konteks kehidupan nyata. Keempat, asesmen autentik berbasis observasi, catatan anekdot, hasil karya, dan portofolio dimanfaatkan secara formatif untuk menyesuaikan pengalaman belajar dengan kebutuhan anak. Temuan ini menegaskan bahwa pembelajaran eksploratif pada pendidikan anak usia dini bukan merupakan aktivitas tunggal, melainkan suatu ekologi pedagogis yang menghubungkan lingkungan belajar, fasilitasi guru, agensi anak, pengalaman autentik, dan asesmen responsif.
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