Meaningful Learning dalam Mendukung Keterlibatan Aktif Anak Usia Dini di PAUD Inklusi

Bintang Shafa Masnaini. Z; Hibana; Lailatu Rohmah

doi:10.24256/tunascendekia.v9i2.12658

Authors

Bintang Shafa Masnaini. Z UIN Sunan Kalijaga Yogyakarta, Indonesia
Hibana UIN Sunan Kalijaga Yogyakarta, Indonesia
Lailatu Rohmah UIN Sunan Kalijaga Yogyakarta, Indonesia

DOI:

https://doi.org/10.24256/tunascendekia.v9i2.12658

Keywords:

meaningful learning, keterlibatan aktif, PAUD inklusi, pembelajaran mendalam, Anak Usia Dini

Abstract

Meaningful learning merupakan salah satu dimensi pembelajaran mendalam yang menempatkan anak sebagai subjek aktif melalui pengalaman belajar yang kontekstual dan relevan dengan kehidupan sehari-hari. Dalam konteks PAUD inklusi, penerapan pembelajaran bermakna penting untuk menyediakan kesempatan berpartisipasi bagi anak dengan karakteristik dan kebutuhan belajar yang beragam. Penelitian ini bertujuan untuk mendeskripsikan implementasi meaningful learning, mengidentifikasi bentuk keterlibatan aktif anak, mendeskripsikan strategi guru dalam memfasilitasi pembelajaran dan keterlibatan anak, serta mengidentifikasi faktor pendukung dan tantangan pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di TK Negeri Model Sleman, Kabupaten Sleman, Daerah Istimewa Yogyakarta. Data diperoleh melalui observasi partisipatif selama 10 sesi pembelajaran, wawancara mendalam dengan kepala sekolah, guru kelas, dan orang tua/wali murid, serta studi dokumentasi. Keabsahan data dijaga melalui triangulasi sumber, triangulasi teknik, dan member checking, sedangkan analisis data menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa meaningful learning diwujudkan melalui bermain, eksplorasi, eksperimen, percakapan, proyek sederhana, dan pengalaman langsung yang dikaitkan dengan pengalaman anak. Keterlibatan aktif tampak melalui aktivitas mengamati, mencoba, bertanya, menjawab, menyampaikan pendapat, berinteraksi, bekerja sama, memecahkan masalah sederhana, dan menceritakan kembali pengalaman. Guru memfasilitasi keterlibatan melalui pertanyaan pemantik, scaffolding, serta penyesuaian instruksi, media, waktu, dan tingkat kesulitan. Pelaksanaan didukung oleh kompetensi dan kolaborasi guru, kepemimpinan sekolah, lingkungan belajar, dan keterlibatan orang tua, sedangkan tantangannya meliputi keragaman kebutuhan anak, keterbatasan waktu dan fasilitas, serta pengelolaan kelas. Penelitian ini menegaskan kontribusi meaningful learning dalam mendukung pembelajaran PAUD yang inklusif, partisipatif, dan berpusat pada anak.

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