Experiential Learning sebagai Pendekatan Preventif dalam Pencegahan Bullying pada Anak Usia Dini: Studi Literatur
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12343Keywords:
bullying, anak usia dini, experiential learning, pencegahan bullyingAbstract
Bullying pada anak usia dini merupakan persoalan yang perlu mendapatkan perhatian karena pengalaman interaksi sosial pada masa awal perkembangan berkontribusi terhadap pembentukan karakter, kemampuan sosial, dan perkembangan emosional anak. Perilaku seperti mengejek, mengucilkan, merebut mainan, mendorong, dan menyakiti teman sering kali dianggap sebagai konflik biasa, padahal apabila dilakukan secara sengaja, berulang, dan melibatkan ketidakseimbangan kekuatan, perilaku tersebut dapat berkembang menjadi bullying. Artikel ini bertujuan menganalisis karakteristik bullying pada anak usia dini serta mengkaji relevansi Experiential Learning sebagai pendekatan preventif dalam membangun perilaku prososial dan lingkungan pembelajaran yang aman. Penelitian menggunakan metode studi literatur dengan mengintegrasikan literatur pendukung yang relevan. Analisis dilakukan secara tematik melalui identifikasi konsep bullying, bentuk bullying, faktor penyebab, dampak, konsep Experiential Learning, serta bentuk implementasinya dalam pencegahan bullying. Hasil kajian menunjukkan bahwa bullying pada anak usia dini bersifat multidimensional dan dipengaruhi oleh faktor individu, keluarga, lingkungan sekolah, teman sebaya, media dan teknologi, serta faktor sosial-budaya. Dampaknya mencakup aspek emosional, sosial, kognitif-akademik, moral, dan perkembangan karakter. Experiential Learning memiliki relevansi kuat karena proses belajar berlangsung melalui empat tahapan, yaitu concrete experience, reflective observation, abstract conceptualization, dan active experimentation. Keempat tahapan tersebut dapat diterapkan melalui bermain peran, simulasi sosial, storytelling, diskusi reflektif, dan kegiatan kolaboratif. Pendekatan ini memungkinkan anak tidak hanya mengetahui bahwa bullying merupakan perilaku negatif, tetapi mengalami, merefleksikan, memahami, dan mempraktikkan perilaku sosial yang positif. Kajian ini menyimpulkan bahwa Experiential Learning berpotensi menjadi pendekatan preventif yang integratif untuk mengembangkan empati, kerja sama, penghargaan terhadap teman, dan budaya kelas yang aman sejak usia dini.
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