Strategi Guru PAUD dalam Deteksi Dini Tumbuh Kembang Anak Usia Dini
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12534Keywords:
deteksi dini, tumbuh kembang, pertumbuhan anak, perkembangan anakAbstract
Deteksi dini tumbuh kembang merupakan bagian penting dari layanan pendidikan anak usia dini karena pertumbuhan fisik dan perkembangan kemampuan anak saling berkaitan dalam menentukan kesiapan anak untuk belajar dan berpartisipasi dalam lingkungan sosial. Penelitian ini bertujuan menganalisis strategi guru PAUD dalam melakukan deteksi dini tumbuh kembang anak usia dini di RA Hidayatussuban II, dengan menempatkan pertumbuhan dan perkembangan sebagai satu kesatuan pemantauan. Penelitian menggunakan pendekatan kualitatif deskriptif. Subjek penelitian terdiri atas guru kelas, kepala sekolah, dan 21 anak yang terbagi dalam Kelompok A sebanyak 9 anak dan Kelompok B sebanyak 12 anak. Data dikumpulkan melalui observasi kegiatan pembelajaran, wawancara semi-terstruktur, dan studi dokumentasi. Analisis dilakukan melalui kondensasi data, penyajian data, penarikan kesimpulan, dan verifikasi, sedangkan keabsahan data dijaga melalui triangulasi sumber dan teknik. Temuan menunjukkan bahwa strategi guru berlangsung melalui empat tahap utama, yaitu pemetaan kondisi awal anak, pengamatan berkelanjutan dalam aktivitas alami, pencatatan dan pengelompokan temuan, serta tindak lanjut melalui stimulasi, komunikasi dengan orang tua, dan koordinasi dengan layanan kesehatan. Pada aspek pertumbuhan, guru memanfaatkan data berat badan, tinggi badan, dan pengamatan kondisi fisik sebagai informasi awal, sedangkan interpretasi antropometri dan tindak lanjut medis tidak dilakukan secara mandiri. Pada aspek perkembangan, guru mengamati motorik kasar, motorik halus, bahasa, kognitif, sosial-emosional, kemandirian, dan perilaku. Strategi yang paling menonjol adalah mengintegrasikan deteksi ke dalam rutinitas pembelajaran sehingga anak tidak merasa sedang diuji. Kebaruan penelitian terletak pada model pemantauan terpadu yang menghubungkan data pertumbuhan, perkembangan, dokumentasi pedagogis, dan komunikasi keluarga dalam konteks RA. Hasil ini memperkuat posisi guru sebagai pengamat awal sekaligus penghubung antara keluarga, satuan PAUD, dan layanan profesional, bukan sebagai pihak yang menetapkan diagnosis.
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