Mendorong Perkembangan Sosial Emosional Melalui Proyek Pembelajaran Berbasis Layanan Inklusif untuk Siswa IECE
DOI:
https://doi.org/10.26877/paudia.v14i4.2389Kata Kunci:
Siswa PAUD, Inklusif, Pembelajaran Berbasis Layanan, Sosial EmosionalAbstrak
Aspek perkembangan sosial-emosional sangat penting bagi perkembangan keseluruhan anak-anak usia dini, terutama di kelas inklusif awal masa kanak-kanak di mana anak-anak memiliki berbagai kebutuhan yang beragam. Di Indonesia, sejumlah program pendidikan inklusif masih menghadapi tantangan dalam mengembangkan empati, kerja sama, dan regulasi emosi, menunjukkan bahwa strategi berbasis bukti untuk membantu anak-anak usia dini mengembangkan kemampuan ini merupakan prioritas mendesak. Penyelidikan ini berfokus pada dampak pengalaman belajar melalui pelayanan (service-learning) bagi anak-anak dalam program pendidikan inklusif awal masa kanak-kanak. Dua belas siswa berusia 5 hingga 6 tahun berpartisipasi dari kelas inklusif, menggunakan desain campuran. Pengumpulan data kuantitatif diperoleh dari tes PAPI, sementara bagian kualitatif terdiri dari pengamatan kelas seputar interaksi teman sebaya dan regulasi emosi, serta wawancara semi-terstruktur dengan guru tentang keterlibatan dan kelayakan. Secara keseluruhan, siswa menunjukkan peningkatan rata-rata 32% dalam kompetensi sosial-emosional, dengan peningkatan terbesar pada empati (35%), kerja sama (30%), dan regulasi emosi (28%). Guru juga mencatat peningkatan partisipasi dan kerja sama antar siswa. Hasil ini menunjukkan bahwa pembelajaran berbasis layanan merupakan intervensi efektif untuk meningkatkan kompetensi sosial-emosional di kelas prasekolah inklusif. Penelitian ini memberikan kontribusi praktis bagi pendidik dan pembuat kebijakan di Indonesia untuk menerapkan pembelajaran berbasis layanan dalam pendidikan inklusif yang mendukung perkembangan sosial-emosional serta pembelajaran yang adil sejak awal masa pendidikan.
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Hak Cipta (c) 2025 Bimbi Lastri Prima Asih, Ernawulan Syaodih, Asep Deni Gustiana, Nordiana Zakir
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