STRATEGI GURU TK DALAM MENGOPTIMALKAN LINGKUNGAN BELAJAR OUTDOOR DI LAHAN TERBATAS

• Main Author: Wilma Aglena, - (Author)
• Format: Book
• Published: 2023-04-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/90851/1/S_PAUD_1901253_Title.pdf; http://repository.upi.edu/90851/2/S_PAUD_1901253_Chapter1.pdf; http://repository.upi.edu/90851/3/S_PAUD_1901253_Chapter2.pdf; http://repository.upi.edu/90851/4/S_PAUD_1901253_Chapter3.pdf; http://repository.upi.edu/90851/5/S_PAUD_1901253_Chapter4.pdf; http://repository.upi.edu/90851/6/S_PAUD_1901253_Chapter5.pdf; http://repository.upi.edu/90851/7/S_PAUD_1901253_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilatar belakangi oleh pernyataan Permendikbud di akhir tahun 2014 bahwa jumlah TK di Indonesia mencapai 79.631 lembaga namun belum seluruhnya memenuhi standar kelaikan luas lahan. Sementara itu lingkungan belajar outdoor sangat penting dioptimalkan karena berperan penting dalam penunjang aktivitas bermain dan menstimulus perkembangan anak yang tidak didapatkan ketika berada di indoor. Oleh karena itu, peneliti tertarik melakukan penelitian strategi guru TK dalam mengoptimalkan lingkungan belajar outdoor di lahan terbatas. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Pengambilan data dilakukan dengan cara wawancara dan catatan observasi. Subjek pada penelitian ini ialah dua orang guru TK. Hasil data penelitian menjelaskan bahwa pandangan guru TK terkait lingkungan belajar outdoor lahan terbatas ialah diperlukan kinerja guru dalam memanfaatkan sarana dan prasarana yang ada. Terdapat 5 strategi guru TK dalam mengoptimalkan lingkungan belajar outdoor lahan terbatas yaitu 1) Guru mengoptimalkan luas lahan dengan menggeser alat bermain, 2) Guru melakukan pengawasan dengan bekerjasama antar guru, 3) Guru menerapkan aturan system supportive dan system switch 4) Guru menvariasikan kegiatan perkembangan anak dalam satu kegiatan atau permainan, 5) Guru mengganti komponen outdoor yang tidak dimiliki dengan benda yang tersedia di sekolah. Sementara itu, terdapat hambatan eksternal dan internal yang dirasakan guru ketika berada di lingkungan belajar outdoor diantaranya kelengkapan komponen alat bermain dan volume suara yang digunakan guru ketika berada di lingkungan outdoor lahan terbatas. Rekomendasi dari peneliti diajukan kepada pemerintah untuk lebih banyak memberikan dukungan dan menfasilitasi luas lahan lingkungan belajar outdoor pada lembaga PAUD terutama satuan taman kanak-kanak yang sudah beroperasi. Diharapkan juga pemerintah untuk lebih tegas dalam membuat kebijakan yang lebih spesifik terkait luas lahan outdoor yang harus disediakan pada lembaga TK yang akan beroperasi. Adapun untuk penelitian selanjutnya peneliti berharap dapat lebih menggali informasi secara mendalam terhadap fokus yang diteliti namun dengan subjek penelitian yang berbeda. This research was motivated by the Minister of Education and Culture's statement at the end of 2014 that the number of TK in Indonesia reached 79,631 institutions but not all of them met the land area eligibility standards. Meanwhile the outdoor learning environment is very important to optimize because it plays an important role in supporting play activities and stimulating children's development which is not obtained when indoors. Therefore, researchers are interested in conducting research on kindergarten teacher strategies in optimizing outdoor learning environments on limited land. This research uses a qualitative approach with a case study method. Data collection was done by way of interviews and observation notes. The subjects in this study were two kindergarten teachers. The results of the research data explain that the view of kindergarten teachers regarding the outdoor learning environment with limited land is that it requires teacher performance in utilizing existing facilities and infrastructure. There are 5 strategies for kindergarten teachers in optimizing the outdoor learning environment with limited land, namely 1) The teacher optimizes the area of land by shifting the playing equipment, 2) The teacher supervises by collaborating between teachers, 3) The teacher applies system supportive and system switch rules 4) The teacher varies development activities children in one activity or game, 5) The teacher replaces outdoor components that are not owned with objects available at school. Meanwhile, there are external and internal obstacles that the teacher feels when he is in an outdoor learning environment including the completeness of the components of playing equipment and the volume of sound used by the teacher when he is in an outdoor environment with limited land. Recommendations from researchers are submitted to the government to provide more support and facilitate the area of outdoor learning environment in PAUD institutions, especially kindergarten units that are already operating. It is also hoped that the government will be more assertive in making more specific policies regarding the area of outdoor land that must be provided to kindergarten institutions that will operate. As for further research, the researcher hopes to be able to dig up more in-depth information on the focus being studied but with different research subjects.