Left or Right? Pemaknaan dan Respons Guru PAUD terhadap Dominansi Tangan Anak
Indonesia
DOI:
https://doi.org/10.24256/tunascendekia.v10i1.12880Keywords:
dominansi tangan, motorik halus, anak kidal, pendidikan inklusifAbstract
Penelitian ini bertujuan mendeskripsikan pemaknaan guru PAUD terhadap dominansi tangan anak dan respons pedagogis yang mereka laporkan dalam kegiatan pembelajaran. Penelitian menggunakan desain kualitatif deskriptif dengan data berupa respons wawancara tertulis semi-terstruktur dari 26 guru TK/KB peserta Rekognisi Pembelajaran Lampau (RPL). Sebanyak 21 guru (80,8%) pernah mengamati anak dengan kecenderungan tangan tertentu atau penggunaan tangan yang berganti-ganti, sedangkan 5 guru (19,2%) belum pernah mengamatinya secara langsung. Data dianalisis menggunakan analisis tematik refleksif. Hasil penelitian menghasilkan empat tema. Pertama, guru memahami dominansi tangan sebagai kecenderungan alami, tetapi sebagian masih menganggapnya dapat diubah melalui pembiasaan. Kedua, guru membedakan “tangan untuk belajar” dan “tangan untuk adab”: anak umumnya dibebaskan menggunakan tangan dominan ketika menulis atau menggambar, tetapi diarahkan memakai tangan kanan ketika makan, memberi, atau menerima. Ketiga, guru mempersepsikan pendekatan yang tidak memaksa berkaitan dengan kenyamanan, kepercayaan diri, keluwesan motorik halus, kerapian karya, dan antusiasme belajar anak. Keempat, respons guru dibentuk oleh kekhawatiran orang tua, nilai budaya-agama, budaya sekolah, dan keterbatasan dukungan profesional. Temuan menegaskan perlunya pelatihan guru, panduan observasi lintas aktivitas, edukasi orang tua, dan pembedaan pedagogis antara adab makan dan keterampilan motorik presisi. Karena data berasal dari persepsi guru tanpa observasi kelas, temuan tidak dimaksudkan sebagai bukti kausal tentang dampak pendekatan tertentu.
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