Penggunaan Permainan Peran oleh Guru PAUD untuk Meningkatkan Pembelajaran Sosial-Emosional: Sebuah Studi Kualitatif
DOI:
https://doi.org/10.26877/paudia.v15i2.3540Kata Kunci:
Pembelajaran Sosial-Emosional, Permainan Peran, Pendidikan Anak Usia Dini, Fenomenologi, Sekolah Berbasis AgamaAbstrak
Penelitian kualitatif ini mengkaji pengalaman nyata para guru PAUD dalam mengintegrasikan permainan peran secara sengaja untuk mendukung Pembelajaran Sosial-Emosional (SEL) pada anak-anak PAUD Tingkat 1 (EY1) berusia tiga hingga empat tahun di Taman Kanak-Kanak XYZ Jakarta. Penelitian ini dilakukan dalam lingkungan PAUD yang multikultural dan berlandaskan nilai-nilai Kristen, melibatkan tiga guru PAUD Tingkat 1, seorang psikolog sekolah, dan seorang orang tua sebagai peserta. Dengan menggunakan pendekatan fenomenologis deskriptif, data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan tinjauan dokumentasi, kemudian dianalisis menggunakan analisis tematik berdasarkan kerangka kerja fenomenologis Giorgi. Temuan penelitian menunjukkan bahwa guru memandang permainan peran terstruktur sebagai strategi pedagogis yang bermakna yang mendukung ekspresi emosional, empati, komunikasi, kerja sama, dan pengaturan diri anak-anak melalui scaffolding yang disengaja dan pengalaman bermain yang dikontekstualisasikan. Studi ini lebih lanjut menyoroti pentingnya kepekaan pedagogis guru, peran fasilitasi yang fleksibel, dan praktik yang responsif secara budaya dalam mendukung SEL. Keunikan studi ini terletak pada eksplorasi fenomenologisnya terhadap implementasi permainan peran dalam konteks pendidikan anak usia dini yang berlandaskan agama di Indonesia, yang memberikan wawasan praktis dan konseptual mengenai praktik SEL yang berkelanjutan dan responsif secara budaya.Referensi
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