PEMBELAJARAN BERBASIS ALAM UNTUK PENDIDIKAN ANAK USIA DINI
Keywords:
Model, Pembelajaran Berbasis Alam, Pendidikan Anak Usia Dini
Abstract
Pendidikan yang diperoleh anak sejak dini memiliki peran penting bagi perkembangan anak dimasa mendatang. Pelaksanaan pendidikan pada anak usia dini berbeda dengan pendidikan pada jenjang selanjutnya. Atas dasar inilah perlu model pembelajaran berbasis alam untuk diterapkan pada pendidikan anak usia dini untuk dapat mengembangkan seluruh potensi dan aspek perkembangan anak secara optimal. Metodologi yang digunakan dalam penelitian ini merupakan library research atau studi pustaka dengan mengeksplorasi dan menelaah beberapa jurnal, buku maupun dokumen yang terkait sebagai informasi atau sumber data yang relevan dengan penelitian. Ada tiga prinsip pembelajaran berbasis alam dan empat komponen-komponen pembentuk model pembelajaran berbasis alam yang perlu diterapkan guru dalam implementasi model pembelajaran berbasis alam bagi anak usia dini. Model pembelajaran berbasis alam merupakan sebuah model pembelajaran yang perlu diterapkan pada pendidikan anak usia dini karena dalam pelaksanaan pembelajarannya sesuai dengan cara belajar anak usia dini sehingga model pembelajaran berbasis alam ini dapat mengembangkan seluruh aspek perkembangan anak.
References
Anderson-McNamee. (2010). The importance of play in early childhood development. Montana state University Extention, 1-4. Retrieved from www.msuextension.org
Ambrose, L. & Amstrong, J. (2009). Early years outdoor learning: a toolkit for developing early years outdoor provision. Nortfolk: Nortfolk County Council
Amiliya, R. (2019). Pengembangan model pembelajaran berbasis alam untuk meningkatkan karakter peduli lingkungan anak usia 5-6 tahun. Tesis, tidak diterbitkan, Universitas Negeri Yogyakarta, Yogyakarta
Amiliya, R & Driyas, A. (2020). Pembelajaran berbasis alam untuk kemampuan problem solving anak usia dini. Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling, 79-87. Retrieved from https://doi.org/10.46963/mash.v3i02.158.
Amini, M. (2016). Perkembangan dan konsep dasar pengembangan anak usia dini. Tangerang Selatan-Banten: Universitas Terbuka. Retrieved from repository.ut.ac.id/4697/1/PAUD4107-M1.pdf
Asah, S. T., Bengston, D. N., & Westphal, L. M. (2012). The influence of childhood: operational pathways to adulthood participation in nature-based activities. Environment and Behavior, 44(4), 545–569. https://doi.org/10.1177/0013916510397757
Badan Penelitian dan Pengembangan Pendidikan Departemen Pendidikan Nasional. (2008). Model pembelajaran berbasis alam pendidikan anak usia 162 dini formal dan nonformal. Retrieved from https://www.academia.edu/8275866/Kurikulum_PAUD_Alam
Bodrova, E., & Leong, D. (2010). Curriculum and play in early child development. Encyclopedia of Early Childhood Development, 1–6. Retrieved from http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/774/curriculum-and-play-in-early-child-development.pdf
Bodrova, E., Germeroth, C., & Leong, D. (2013). Play and self-regulation: lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167
Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, D.C: A 1996-97 NAEYC Comprehensive Membership Benefit. National Association for the Education of Young Children
Carter, D. (2016). A nature-based social-emotional approach to supporting young children’s holistic development in classrooms with and without walls: the social-emotional and environmental education development (seed) framework. The International Journal of Early Childhood Environmental Education International Journal of Early Childhood Environmental Education, 4(1), 9–24
Cheng, J. C & Monroe M. C. (2017). Connection to nature: children's affective attitude toward nature. Sage. Retrived from: http://eab.sagepub.com/content/44/1/31.refs.htm
Collado, S., Corraliza, J. A., Staats, H., & Ruíz, M. (2015). Effect of frequency and mode of contact with nature on children’s self-reported ecological behaviors. Journal of Environmental Psychology, 41, 65–73. Retrived from : https://doi.org/10.1016/j.jenvp.2014.11.001
Cooper, A. (2015). Nature and the outdoor learning environment: the forgotten resource in early childhood education. International Journal of Early Childhood Environmental Education, 3(31), 85–97.
Den Hoed, R. C. (Ed.). (2014). Forest and nature school in canada: a head, hands approach to outdoor learning. Ottawa: Forest School Canada
Doyla, G. (2010). Vygotsky in action in the early years: the ‘key to learning’ curiculum. New York: Routledge Publishing
Ernst, Julia. (2014). Early childhood educator’ preferences and perception regarding outdoors setting as learning environments. International Journal of Early Childhood Education, 2 (1). 97-122
Harun Rasyid & Sudarmanto. (2008). Bermain untuk membangun centre of mind anak usia dini. Yogyakarta: Tot’s Educare
Huang, R. (2013). What can children learn through play ? chinese parents ’ perspective of play and learning in early childhood education. Te Iti Kahurangi, School of Education e-Jounal, 1, 12–19.
Hunter, A. M. B., Lewis, N. M.., & Ritter-Gooder, P. K.. (2011). Constructive developmental theory: an alternative approach to leadership. Journal of the American Dietetic Association, 1804-1808. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1016&context=nutritionfacpub
Jackman, Hilda L. (2010). Early education curiculum: a child’s connection to the world. Boston: Delmar-Thomson Learning
Jiwaningrum, S., & Suryono, Y. (2014). Penggunaan media pembelajaran berbasis alam untuk pengembangan kognitif anak usia 5-6 tahun. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 1(2), 223–237.
Kalpana, T (2014). Constructivist perspective o teaching and learning: A conceptual frame work. International research journal of social science india, 3 (1), 27-29 Retrieved from http: www.isca.in/IJSS?Archive/v3/il/6.ISCA-IRJSS-2013-186-pdf
Kementerian Pendidikan dan Kebudayaan. (2015). Menteri Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 146 Tahun 2014 Tentang Kurikulum 2013 Pendidikan Anak Usia Dini
Latif, M., Zukhaira, Zubaidah, R., & Affandi, M. (2014). Orientasi pendidikan anak usia dini. teori dan aplikasi (2 ed.). Jakarta: Kencana: Prenada Group
Lohr, V. I., & Pearson-Mims, C. H. (2005). Children’s active and passive interactions with plants influence their attitudes and actions toward trees and gardening as adults. HortTechnology, 15(3), 472–476.
Maryatun, I. B. (2017). Pengembangan tema pembelajaran untuk taman kanak-kanak. Jurnal Pendidikan Anak, 6(1), 41–47.
Masitoh, H. D. dan O. S. (2014). Strategi Pembelajaran TK. In E. Purwanto (Ed.) (Kesatu, pp. 1–28). Tangerang Selatan-Banten: Universitas Terbuka.
Masnipal. (2013). Siap menjadi guru dan pengelola PAUD profesional (pijakan mahasiswa, guru, dan pengelola TK/RA/KB/TPA). Jakarta: Elex Media Komputindo
Menteri Pendidikan. (2003). Undang-Undang Republik Indonesia No 20. Tahun 2003 tentang Sistem Pendidikan Nasional (SISDIKNAS). Bandung: Citra Umbara
Miller, R. (1996). The developmentally appropriate inclusive clasroom in early education. New York: Delmar Publisher
Moore, R.C. (2014). Nature play & learning places: Creating and managing places where children engange with nature. North Carolina: Natural Learning Initiative
Morrison, G. S. (2012). Dasar-dasar pendidikan anak usia dini (5th ed). (Terjemahan Suci Romadhona & Apri Widiastuti). New Jersey: Pearson Education, Inc. (Buku asli diterbitkan Tahun 2008).
Mutia, D. (2010). Psikologi bermain anak usia dini. Jakarta: Prenada Media
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. United State: The National Association for the Education of Young Children Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf
Nespeca, S. M. (2012). The Importance of Play, Particularly Constructive Play, in Public Library Programming. ALSC’s Board of Directors, 14. Retrieved from http://www.ala.org/alsc/sitkes/ala.org.alsc/files/content/FINAL/Board Approved White Paper on Play.pdf
Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum?. Australian Journal of Teacher Education, 37(12). https://doi.org/10.14221/ajte.2012v37n12.8
Samuelsson, I. P., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641. https://doi.org/10.1080/00313830802497265
Santrock, J.W. (2007). Perkembangan Anak: Jilid 1. Bandung: Erlangga
Suhendi & Murdiani, S. (2012). Belajar bersama alam dengan kurikulum muatan lokal yang hidup. Bogor: SoU publisher
Sujiono, Y. N & Sujiono, Bambang. (2012). Bermain kreatif dengan kecerdasan jamak. Jakarta: Indeks
Susanto, D. (2012). Implementasi pendidikan karakter melalui pembelajaran berbasis alam di SD Alam Ar-Ridho Semarang. Tesis, tidak diterbitkan, Universitas Negeri Yogyakarta, Yogyakarta
Sutapa, P. (2018). Aktivitas fisik motorik dan pengembangan kecerdasan majemuk usia dini. (C. E. Setyowati, Ed.). Yogyakarta: PT Kanisius
Suyanto, S. (2005). Dasar-dasar pendidikan anak usia dini. Yogyakarta: Hikayat Publishing
Wells, N. M., & Lekies, K. S. (2016). Nature and the life course : pathways from childhood nature experiences. Children, Youth and Environments, 16(1)
Wibowo, A. (2012). Pendidikan karakter usia dini (strategi membangun karakter di usia emas). Yogyakarta: Pustaka Pelajar
Wilson, R. (2008). Nature and young children. New York: Routledge Publishing
Wulansari, B. Y. (2016). Pengembangan model pembelajaran berbasis alam untuk meningkatkan kualitas proses belajar anak usia dini. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 3, 16–27
Wulansari, B. Y. (2017). Model pembelajaran berbasis alam sebagai alternatif pengembangan karakter peduli lingkungan. Jurnal Dimensi Pendidikan dan Pembelajaran, 5, 95–105.
Yudistira, C. (2014). Implementasi pendidikan karakter peduli lingkungan di sekolah alam ungaran kabupaten semarang. Skripsi, tidak diterbitkan, Universitas Negeri Semarang, Semarang
Ambrose, L. & Amstrong, J. (2009). Early years outdoor learning: a toolkit for developing early years outdoor provision. Nortfolk: Nortfolk County Council
Amiliya, R. (2019). Pengembangan model pembelajaran berbasis alam untuk meningkatkan karakter peduli lingkungan anak usia 5-6 tahun. Tesis, tidak diterbitkan, Universitas Negeri Yogyakarta, Yogyakarta
Amiliya, R & Driyas, A. (2020). Pembelajaran berbasis alam untuk kemampuan problem solving anak usia dini. Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling, 79-87. Retrieved from https://doi.org/10.46963/mash.v3i02.158.
Amini, M. (2016). Perkembangan dan konsep dasar pengembangan anak usia dini. Tangerang Selatan-Banten: Universitas Terbuka. Retrieved from repository.ut.ac.id/4697/1/PAUD4107-M1.pdf
Asah, S. T., Bengston, D. N., & Westphal, L. M. (2012). The influence of childhood: operational pathways to adulthood participation in nature-based activities. Environment and Behavior, 44(4), 545–569. https://doi.org/10.1177/0013916510397757
Badan Penelitian dan Pengembangan Pendidikan Departemen Pendidikan Nasional. (2008). Model pembelajaran berbasis alam pendidikan anak usia 162 dini formal dan nonformal. Retrieved from https://www.academia.edu/8275866/Kurikulum_PAUD_Alam
Bodrova, E., & Leong, D. (2010). Curriculum and play in early child development. Encyclopedia of Early Childhood Development, 1–6. Retrieved from http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/774/curriculum-and-play-in-early-child-development.pdf
Bodrova, E., Germeroth, C., & Leong, D. (2013). Play and self-regulation: lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167
Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, D.C: A 1996-97 NAEYC Comprehensive Membership Benefit. National Association for the Education of Young Children
Carter, D. (2016). A nature-based social-emotional approach to supporting young children’s holistic development in classrooms with and without walls: the social-emotional and environmental education development (seed) framework. The International Journal of Early Childhood Environmental Education International Journal of Early Childhood Environmental Education, 4(1), 9–24
Cheng, J. C & Monroe M. C. (2017). Connection to nature: children's affective attitude toward nature. Sage. Retrived from: http://eab.sagepub.com/content/44/1/31.refs.htm
Collado, S., Corraliza, J. A., Staats, H., & Ruíz, M. (2015). Effect of frequency and mode of contact with nature on children’s self-reported ecological behaviors. Journal of Environmental Psychology, 41, 65–73. Retrived from : https://doi.org/10.1016/j.jenvp.2014.11.001
Cooper, A. (2015). Nature and the outdoor learning environment: the forgotten resource in early childhood education. International Journal of Early Childhood Environmental Education, 3(31), 85–97.
Den Hoed, R. C. (Ed.). (2014). Forest and nature school in canada: a head, hands approach to outdoor learning. Ottawa: Forest School Canada
Doyla, G. (2010). Vygotsky in action in the early years: the ‘key to learning’ curiculum. New York: Routledge Publishing
Ernst, Julia. (2014). Early childhood educator’ preferences and perception regarding outdoors setting as learning environments. International Journal of Early Childhood Education, 2 (1). 97-122
Harun Rasyid & Sudarmanto. (2008). Bermain untuk membangun centre of mind anak usia dini. Yogyakarta: Tot’s Educare
Huang, R. (2013). What can children learn through play ? chinese parents ’ perspective of play and learning in early childhood education. Te Iti Kahurangi, School of Education e-Jounal, 1, 12–19.
Hunter, A. M. B., Lewis, N. M.., & Ritter-Gooder, P. K.. (2011). Constructive developmental theory: an alternative approach to leadership. Journal of the American Dietetic Association, 1804-1808. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1016&context=nutritionfacpub
Jackman, Hilda L. (2010). Early education curiculum: a child’s connection to the world. Boston: Delmar-Thomson Learning
Jiwaningrum, S., & Suryono, Y. (2014). Penggunaan media pembelajaran berbasis alam untuk pengembangan kognitif anak usia 5-6 tahun. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 1(2), 223–237.
Kalpana, T (2014). Constructivist perspective o teaching and learning: A conceptual frame work. International research journal of social science india, 3 (1), 27-29 Retrieved from http: www.isca.in/IJSS?Archive/v3/il/6.ISCA-IRJSS-2013-186-pdf
Kementerian Pendidikan dan Kebudayaan. (2015). Menteri Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 146 Tahun 2014 Tentang Kurikulum 2013 Pendidikan Anak Usia Dini
Latif, M., Zukhaira, Zubaidah, R., & Affandi, M. (2014). Orientasi pendidikan anak usia dini. teori dan aplikasi (2 ed.). Jakarta: Kencana: Prenada Group
Lohr, V. I., & Pearson-Mims, C. H. (2005). Children’s active and passive interactions with plants influence their attitudes and actions toward trees and gardening as adults. HortTechnology, 15(3), 472–476.
Maryatun, I. B. (2017). Pengembangan tema pembelajaran untuk taman kanak-kanak. Jurnal Pendidikan Anak, 6(1), 41–47.
Masitoh, H. D. dan O. S. (2014). Strategi Pembelajaran TK. In E. Purwanto (Ed.) (Kesatu, pp. 1–28). Tangerang Selatan-Banten: Universitas Terbuka.
Masnipal. (2013). Siap menjadi guru dan pengelola PAUD profesional (pijakan mahasiswa, guru, dan pengelola TK/RA/KB/TPA). Jakarta: Elex Media Komputindo
Menteri Pendidikan. (2003). Undang-Undang Republik Indonesia No 20. Tahun 2003 tentang Sistem Pendidikan Nasional (SISDIKNAS). Bandung: Citra Umbara
Miller, R. (1996). The developmentally appropriate inclusive clasroom in early education. New York: Delmar Publisher
Moore, R.C. (2014). Nature play & learning places: Creating and managing places where children engange with nature. North Carolina: Natural Learning Initiative
Morrison, G. S. (2012). Dasar-dasar pendidikan anak usia dini (5th ed). (Terjemahan Suci Romadhona & Apri Widiastuti). New Jersey: Pearson Education, Inc. (Buku asli diterbitkan Tahun 2008).
Mutia, D. (2010). Psikologi bermain anak usia dini. Jakarta: Prenada Media
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. United State: The National Association for the Education of Young Children Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf
Nespeca, S. M. (2012). The Importance of Play, Particularly Constructive Play, in Public Library Programming. ALSC’s Board of Directors, 14. Retrieved from http://www.ala.org/alsc/sitkes/ala.org.alsc/files/content/FINAL/Board Approved White Paper on Play.pdf
Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum?. Australian Journal of Teacher Education, 37(12). https://doi.org/10.14221/ajte.2012v37n12.8
Samuelsson, I. P., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641. https://doi.org/10.1080/00313830802497265
Santrock, J.W. (2007). Perkembangan Anak: Jilid 1. Bandung: Erlangga
Suhendi & Murdiani, S. (2012). Belajar bersama alam dengan kurikulum muatan lokal yang hidup. Bogor: SoU publisher
Sujiono, Y. N & Sujiono, Bambang. (2012). Bermain kreatif dengan kecerdasan jamak. Jakarta: Indeks
Susanto, D. (2012). Implementasi pendidikan karakter melalui pembelajaran berbasis alam di SD Alam Ar-Ridho Semarang. Tesis, tidak diterbitkan, Universitas Negeri Yogyakarta, Yogyakarta
Sutapa, P. (2018). Aktivitas fisik motorik dan pengembangan kecerdasan majemuk usia dini. (C. E. Setyowati, Ed.). Yogyakarta: PT Kanisius
Suyanto, S. (2005). Dasar-dasar pendidikan anak usia dini. Yogyakarta: Hikayat Publishing
Wells, N. M., & Lekies, K. S. (2016). Nature and the life course : pathways from childhood nature experiences. Children, Youth and Environments, 16(1)
Wibowo, A. (2012). Pendidikan karakter usia dini (strategi membangun karakter di usia emas). Yogyakarta: Pustaka Pelajar
Wilson, R. (2008). Nature and young children. New York: Routledge Publishing
Wulansari, B. Y. (2016). Pengembangan model pembelajaran berbasis alam untuk meningkatkan kualitas proses belajar anak usia dini. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 3, 16–27
Wulansari, B. Y. (2017). Model pembelajaran berbasis alam sebagai alternatif pengembangan karakter peduli lingkungan. Jurnal Dimensi Pendidikan dan Pembelajaran, 5, 95–105.
Yudistira, C. (2014). Implementasi pendidikan karakter peduli lingkungan di sekolah alam ungaran kabupaten semarang. Skripsi, tidak diterbitkan, Universitas Negeri Semarang, Semarang
How to Cite
Reni Amiliya, & Siti Aminah. (1). PEMBELAJARAN BERBASIS ALAM UNTUK PENDIDIKAN ANAK USIA DINI . Al-Abyadh, 3(2), 59-73. Retrieved from https://ojs.diniyah.ac.id/index.php/Al-Abyadh/article/view/194
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