Strategi Pedagogis Guru dalam Mengembangkan Aspek Sosial-Emosional Anak Usia Dini melalui Pembelajaran Bermain Terstruktur di RA Nurul Fattah

Abstract

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis strategi pedagogis guru dalam mengembangkan aspek sosial-emosional anak usia dini melalui pembelajaran bermain terstruktur di RA Nurul Fattah. Aspek sosial-emosional merupakan salah satu fondasi penting dalam perkembangan anak usia dini yang berpengaruh terhadap kesiapan belajar dan pembentukan karakter. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Teknik pengumpulan data meliputi observasi kegiatan pembelajaran, wawancara mendalam dengan guru, serta studi dokumentasi terhadap perangkat pembelajaran. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi pedagogis guru diwujudkan melalui perencanaan kegiatan bermain yang sistematis, penggunaan metode bermain peran, kerja kelompok, dan pembiasaan perilaku positif dalam kegiatan harian. Selain itu, guru berperan aktif sebagai fasilitator dan model perilaku sosial-emosional yang baik bagi anak. Pembelajaran bermain terstruktur terbukti mampu meningkatkan kemampuan anak dalam bekerja sama, mengendalikan emosi, berkomunikasi secara efektif, serta menumbuhkan sikap empati dan tanggung jawab. Penelitian ini menyimpulkan bahwa penerapan strategi pedagogis yang tepat melalui pembelajaran bermain terstruktur memiliki kontribusi signifikan terhadap pengembangan aspek sosial-emosional anak usia dini di RA Nurul Fattah.

Kata kunci: strategi pedagogis, sosial-emosional, anak usia dini, pembelajaran bermain terstruktur, RA Nurul Fattah

Abstract

This study aims to describe and analyze teachers’ pedagogical strategies in developing the social-emotional aspects of early childhood through structured play-based learning at RA Nurul Fattah. Social-emotional development is a fundamental component of early childhood education that significantly influences children’s learning readiness and character formation. This research employed a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers, and documentation of learning plans and instructional materials. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that teachers’ pedagogical strategies are implemented through systematic planning of play activities, the use of role-playing methods, group work, and the habituation of positive behaviors in daily activities. Furthermore, teachers play an active role as facilitators and role models in demonstrating appropriate social-emotional behaviors. Structured play-based learning was found to enhance children’s abilities to cooperate, regulate emotions, communicate effectively, and develop empathy and a sense of responsibility. The study concludes that the implementation of appropriate pedagogical strategies through structured play-based learning contributes significantly to the development of social-emotional aspects of early childhood at RA Nurul Fattah.

Keywords: pedagogical strategies, social-emotional development, early childhood education, structured play-based learning, RA Nurul Fattah