Strategi Komunikasi Guru dalam Menanamkan Nilai Nasionalisme pada Anak Usia Dini
DOI:
https://doi.org/10.24256/tunascendekia.v9i1.12548Keywords:
anak usia dini, komunikasi guru, nasionalisme, pendidikan karakter, Strategi KomunikasiAbstract
Penanaman nilai nasionalisme pada anak usia dini memerlukan strategi komunikasi yang mampu menerjemahkan konsep kebangsaan yang abstrak ke dalam pengalaman konkret dan sesuai dengan karakteristik perkembangan anak. Penelitian ini bertujuan menganalisis strategi komunikasi guru dalam menanamkan nilai nasionalisme pada anak usia dini, meliputi bentuk komunikasi verbal dan nonverbal, pesan yang disampaikan, media komunikasi, pola interaksi, respons anak, serta faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan 15 guru Pendidikan Anak Usia Dini (PAUD) di Kabupaten Tuban, Jawa Timur, yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui wawancara mendalam semi-terstruktur, observasi, dan dokumentasi, kemudian dianalisis menggunakan analisis tematik. Keabsahan data diperkuat melalui triangulasi teknik dan sumber, member checking, serta prinsip credibility, dependability, confirmability, dan transferability. Hasil penelitian menunjukkan bahwa guru menerapkan strategi komunikasi secara integratif melalui penyederhanaan pesan nasionalisme ke dalam bahasa dan contoh konkret, cerita dan tanya jawab, lagu nasional, komunikasi nonverbal, keteladanan, penggunaan media dan simbol kebangsaan, media audiovisual, budaya lokal, pembiasaan, penguatan positif, serta komunikasi dua arah. Strategi tersebut membentuk tiga proses utama, yaitu transformasi pesan abstrak menjadi pesan konkret, penguatan pengalaman melalui media, keteladanan, simbol kebangsaan, dan budaya lokal, serta internalisasi nilai melalui pembiasaan, penguatan positif, dan interaksi berkelanjutan. Respons anak terlihat pada kemampuan mengenali simbol kebangsaan dan munculnya perilaku bekerja sama, berbagi, menjaga kebersihan, menghargai teman, serta peduli terhadap lingkungan. Hambatan utama meliputi perbedaan kemampuan anak memahami pesan, keterbatasan rentang perhatian, dan ketidakkonsistenan pembiasaan antara sekolah dan keluarga. Penelitian menyimpulkan bahwa strategi komunikasi guru yang konkret, multimodal, dialogis, kontekstual, dan konsisten berperan penting dalam menginternalisasikan nilai nasionalisme sebagai bagian dari sikap dan perilaku anak sejak usia dini.
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