Integrative Preventive-Protective Legal Framework untuk Lingkungan Belajar Aman pada Pendidikan Anak Usia Dini di Indonesia
DOI:
https://doi.org/10.24256/tunascendekia.v9i1.12716Keywords:
lingkungan belajar aman, PGPAUD, perlindungan anak, preventive-protective framework, risiko pendidikanAbstract
Lingkungan belajar aman pada pendidikan anak usia dini tidak hanya ditentukan oleh kondisi fisik, tetapi juga oleh kualitas interaksi guru-anak, kebutuhan perkembangan dan inklusi, praktik digital, keterlibatan keluarga, serta kemampuan satuan pendidikan merespons risiko. Fragmentasi pembahasan mengenai unsur-unsur tersebut menyisakan kebutuhan akan kerangka yang mampu menghubungkan pencegahan, deteksi, perlindungan, pemulihan, dan evaluasi dalam satu sistem yang berorientasi pada PGPAUD. Penelitian ini bertujuan menganalisis batas risiko yang perlu dikendalikan dalam lingkungan belajar pendidikan anak usia dini serta mengonstruksi Integrative Preventive-Protective Legal Framework yang sesuai dengan karakter perkembangan anak. Penelitian menggunakan desain konseptual-interdisipliner dengan literatur peer-reviewed bidang pendidikan anak usia dini sebagai sumber utama dan regulasi Indonesia sebagai sumber pendukung. Analisis dilakukan melalui identifikasi dimensi lingkungan belajar, pengelompokan risiko, pembedaan fungsi preventive dan protective, pemeriksaan batas tanggung jawab normatif, serta sintesis kerangka konseptual. Hasil penelitian mengidentifikasi lima domain risiko, yaitu fisik-operasional, kekerasan dan perlakuan salah, psikologis-relasional, digital dan data anak, serta kegagalan respons kelembagaan. Kerangka yang dihasilkan menempatkan inti substansi PGPAUD sebagai pusat pengelolaan risiko melalui kualitas proses belajar, interaksi guru-anak, dukungan perkembangan dan inklusi, serta kemitraan keluarga dan praktik digital. Fungsi preventive bekerja sebelum kerugian terjadi, sedangkan Deteksi atau Trigger Point mengaktifkan fungsi protective, pemulihan anak, dan evaluasi kelembagaan. Hukum ditempatkan sebagai ilmu bantu untuk memperjelas batas perlindungan dan tanggung jawab satuan pendidikan. Kontribusi penelitian terletak pada penguatan konsep lingkungan belajar aman sebagai proses dinamis yang mendukung keselamatan, kesejahteraan, partisipasi, keberlanjutan belajar, dan perbaikan kualitas praktik PAUD.
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