Manajemen Pemanfaatan Loose Parts Berbasis Lingkungan Sekitar dalam Menstimulasi Konsep Matematika Informal Anak Usia Dini: Studi Etnografi di PAUD Pedesaan
DOI:
https://doi.org/10.24256/tunascendekia.v10i1.13131Keywords:
manajemen PAUD, loose parts, matematika informal, anak usia dini, etnografiAbstract
Penelitian ini bertujuan mengeksplorasi manajemen pemanfaatan loose parts berbasis lingkungan sekitar dalam menstimulasi konsep matematika informal pada anak usia 4–5 tahun melalui studi etnografi di PAUD Alam Anak Negeri, Jambianom, Lombok Utara. Matematika informal dipahami bukan sebagai versi sederhana dari matematika formal, melainkan sebagai praktik kultural yang tumbuh dari cara anak memberi makna pada material dan interaksi di sekitarnya. Pendekatan etnografi digunakan untuk menangkap bagaimana loose parts hidup dalam rutinitas, permainan, dan negosiasi sehari-hari anak, termasuk bagaimana pengelola dan pendidik mengelola (merencanakan, mengorganisasikan, melaksanakan, dan mengevaluasi) ketersediaan material tersebut, bukan melalui intervensi terkontrol. Partisipan penelitian berjumlah 23 anak usia 4–5 tahun, dua orang pendidik, dan satu pengelola PAUD. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi visual selama kurang lebih enam bulan. Analisis tematik induktif mengungkap tiga temuan yang saling berkaitan: (1) manajemen pengorganisasian lingkungan sekitar berfungsi sebagai gudang loose parts yang terus diperbarui dan menjadi bagian dari rutinitas anak; (2) konsep matematika informal muncul melalui representasi enaktif, ikonik, dan simbolik yang bersifat situasional; serta (3) pelaksanaan dan evaluasi manajemen diwujudkan melalui mediasi pendidik yang responsif dalam menanggapi inisiatif anak tanpa memformalkan pengalaman matematika terlalu dini. Temuan menunjukkan bahwa manajemen pemanfaatan loose parts berbasis lingkungan sekitar menyediakan scaffolding taktil-sensori yang memediasi transisi dari manipulasi konkret menuju pemetaan spasial-numerik dan abstraksi simbolik. Penelitian ini menyimpulkan bahwa lingkungan sekitar bukan sekadar sumber material, melainkan kurikulum hidup yang dikelola secara strategis untuk memungkinkan anak mengonstruksi konsep matematika informal secara otentik dan berkelanjutan, terutama di PAUD dengan sumber daya terbatas.
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