Bagaimana Ruang Eksplorasi Anak Terbentuk di Tengah Orientasi Ketercapaian dalam Pembelajaran Seni Anak Usia Dini?
DOI:
https://doi.org/10.26877/paudia.v15i3.3778Kata Kunci:
Pendidikan Anak Usia Dini, Pembelajaran Seni, Montessori, Reggio Emilia, Pembelajaran Berpusat pada AnakAbstrak
Pembelajaran seni anak usia dini idealnya memberi ruang bagi anak untuk bereksplorasi, mengekspresikan gagasan, dan membangun makna. Namun, praktiknya dapat dipengaruhi oleh arahan guru dan orientasi ketercapaian kegiatan. Penelitian ini bertujuan menganalisis bagaimana ruang eksplorasi anak terbentuk dalam pembelajaran seni pada dua lembaga PAUD di Yogyakarta. Penelitian menggunakan desain komparatif eksploratif dengan pendekatan kualitatif deskriptif. Data diperoleh melalui kunjungan lapangan terbatas, wawancara semiterstruktur dengan dua kepala sekolah dan satu guru, observasi lingkungan belajar dan kegiatan seni sejauh dapat diakses, serta dokumentasi. Data dianalisis secara tematik dan lintas kasus. Hasil menunjukkan bahwa TK A menampilkan kegiatan seni terstruktur, diarahkan guru, serta berkaitan dengan latihan dan pentas. TK B menyediakan pilihan bahan lebih beragam melalui creative center, tetapi proses berkarya masih dibatasi acuan karya, pilihan terarah, dan tuntutan penyelesaian. Temuan menegaskan bahwa ruang eksplorasi dibentuk oleh kesempatan anak mengambil keputusan, arahan guru, dan orientasi ketercapaian, bukan semata-mata oleh label pedagogis lembaga.
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