Strategi Pembelajaran Outing Class untuk Mengenalkan Keanekaragaman Hayati pada Anak Usia Dini
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12630Keywords:
Outing Class, Keanekaragaman Hayati, Anak Usia DiniAbstract
Pengenalan keanekaragaman hayati pada anak usia dini menghadapi tantangan signifikan karena keterbatasan media pembelajaran konvensional yang mampu menghadirkan pengalaman konkret dan bermakna. Pembelajaran di dalam kelas sering kali tidak cukup memberikan stimulasi terhadap kecerdasan naturalis anak, sehingga diperlukan strategi yang mampu menjembatani kesenjangan antara pengetahuan abstrak dan pengalaman nyata. Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran outing class yang diterapkan dalam mengenalkan keanekaragaman hayati pada anak usia 4–5 tahun di TK Pertiwi Tinapan, Blora, serta mengidentifikasi faktor pendukung dan penghambat implementasinya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Partisipan penelitian meliputi kepala sekolah, guru kelas, dan 16 siswa berusia 4–5 tahun. Data dikumpulkan melalui observasi partisipatif, wawancara semiterstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa strategi outing class diimplementasikan melalui tiga tahap sistematis: perencanaan tematik terintegrasi, pelaksanaan berbasis eksplorasi langsung di lingkungan sekitar, dan refleksi melalui kegiatan pascakunjungan. Anak-anak menunjukkan peningkatan antusiasme, kemampuan observasi, dan pengetahuan konkret tentang tumbuhan dan hewan di lingkungan sekitar. Faktor pendukung mencakup ketersediaan lingkungan alam yang kaya, dukungan kepala sekolah, dan antusiasme anak. Adapun hambatan meliputi keterbatasan sarana pendukung, rasio guru-siswa yang belum ideal, dan kebutuhan pengelolaan keselamatan yang lebih intensif. Penelitian ini berkontribusi pada pengembangan teori pembelajaran kontekstual di PAUD dan menawarkan model praktis outing class berbasis keanekaragaman hayati yang dapat direplikasi di konteks serupa, khususnya di wilayah pedesaan dengan kekayaan alam yang belum termanfaatkan secara optimal dalam pembelajaran. Temuan ini juga memberikan implikasi bagi pengembangan kebijakan kurikulum PAUD yang lebih responsif terhadap potensi lingkungan lokal, serta bagi praktik pendidikan dan humaniora sosial dalam menumbuhkan kesadaran ekologis sejak usia dini.
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