STUDI FENOMENOLOGI PENGALAMAN ANAK USIA DINI MENGHADAPI KECEMASAN DI TAMAN KANAK-KANAK
DOI:
https://doi.org/10.51878/learning.v6i4.15333Keywords:
Anak Usia Dini, Kecemasan, Fenomenologi, Lingkungan SekolahAbstract
The transition to kindergarten is a critical stage in early childhood development, yet many children experience anxiety that may hinder their social, emotional, and learning adjustment. This study aims to describe the experiences of early childhood children in dealing with anxiety at Dharmawanita 01 Kindergarten in Kapung, identify factors that influence the emergence of anxiety, and understand how children express and cope with their anxiety. The study used a qualitative approach with a phenomenological method. The research subjects were selected using purposive sampling, consisting of 5 children aged 4–6 years exhibiting anxiety symptoms as primary participants, 2 classroom teachers, and 3 parents as supporting participants. Data collection was conducted through observation, interviews, and documentation. Data analysis employed Interpretative Phenomenological Analysis (IPA), including horizonalization and textural-structural descriptions. The results showed that children's anxiety manifested in the form of crying, silence, difficulty separating from parents (separation anxiety), and reluctance to participate in learning activities. Factors causing anxiety included a new environment, dependence on parents, interactions with teachers and peers, and pressure during learning activities. Children overcome anxiety through teacher support, parental guidance, playing with friends, and a gradual adaptation process in the school environment.
ABSTRAK
Masa transisi menuju taman kanak-kanak merupakan tahap penting dalam perkembangan anak usia dini, namun banyak anak mengalami kecemasan yang dapat menghambat penyesuaian sosial, emosional, dan proses belajarnya. Penelitian ini bertujuan untuk mendeskripsikan pengalaman anak usia dini dalam menghadapi kecemasan di TK Dharmawanita 01 Kapung, mengidentifikasi faktor yang memengaruhi munculnya kecemasan, serta mengetahui cara anak mengekspresikan dan mengatasi kecemasan yang dialami. Penelitian menggunakan pendekatan kualitatif dengan metode fenomenologi. Subjek dan partisipan penelitian ditentukan secara purposive sampling yang terdiri atas 5 anak usia 4–6 tahun (Anxiety) sebagai partisipan utama, 2 guru kelas, dan 3 orang tua/pengasuh sebagai partisipan pendukung. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan analisis fenomenologis interpretatif (IPA) mencakup horizonalization serta deskripsi tekstural-struktural. Hasil penelitian menunjukkan bahwa kecemasan anak muncul dalam bentuk menangis, diam, sulit berpisah dengan orang tua (separation anxiety), serta enggan mengikuti kegiatan pembelajaran. Faktor penyebab kecemasan meliputi lingkungan baru, ketergantungan terhadap orang tua, interaksi dengan guru dan teman sebaya, serta tekanan dalam kegiatan belajar. Anak mengatasi kecemasan melalui dukungan guru, pendampingan orang tua, bermain bersama teman, dan proses adaptasi secara bertahap di lingkungan sekolah.
Downloads
References
Defi, L. R., & Aulina, C. N. (2026). Learning environment design and social emotional development in early childhood: Desain lingkungan belajar dan perkembangan sosial emosional pada masa kanak-kanak. Academia Open, 10(1), 1–12. https://doi.org/10.21070/acopen.10.2025.13472
Hakim, A. R., Hendrayani, Y., Al Masumah, N., & Haromain, N. (2025). Silence that speaks: Recognising the symptoms and solutions of anxiety disorders in early childhood. El-Aulad: Jurnal Pendidikan Dasar, 2(1), 39–47. https://doi.org/10.47731/krnnh827
Hanifah, S., Kurniati, E., & Rudiyanto, R. (2024). The role of early childhood education teachers in preparing early childhood learning readiness in the transition period. Jurnal Pendidikan Anak Usia Dini Indonesia, 12(3), 517–524. https://doi.org/10.23887/paud.v12i3.80623
Hikmawati, L., Winnuly, W., & Rahmawati, A. (2024). Studi kasus kecemasan anak usia dini di TK Infarul Ghoy II Kelompok B. MAANA: Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 1–10. https://doi.org/10.52166/mjpiaud.v3i2.8032
Ingul, J. M., Havik, T., & Heyne, D. (2018). Emerging school refusal: A school-based framework for identifying early signs and risk factors. Cognitive and Behavioral Practice, 26(1), 46–62. https://doi.org/10.1016/j.cbpra.2018.03.005
Jreisat, S. (2023). Separation anxiety among kindergarten children and its association with parental socialization. Health Psychology Research, 11, Article 75363. https://doi.org/10.52965/001c.75363
Jun, J., Meissel, K., & Cooper, M. (2025). Clusters of difficulties experienced by children during their transition to primary school. Children and Youth Services Review, 178, Article 108559. https://doi.org/10.1016/j.childyouth.2025.108559
Kwan, C., Gitimoghaddam, M., & Collet, J. P. (2020). Effects of social isolation and loneliness in children with neurodevelopmental disabilities: A scoping review. Brain Sciences, 10(11), Article 786. https://doi.org/10.3390/brainsci10110786
Leblond, M., Parent, S., Castellanos-Ryan, N., Lupien, S. J., Fraser, W. D., & Séguin, J. R. (2022). Transition from preschool to school: Children’s pattern of change in morning cortisol concentrations. Psychoneuroendocrinology, 140, Article 105724. https://doi.org/10.1016/j.psyneuen.2022.105724
Marzuki, M. S., Hamidah, H., Saferiency, M., Irawan, E. S., & Majid, A. (2025). Case study on separation anxiety in an early childhood who refuses to go to school. International Journal of Business Law and Education, 6(2), 1573–1582. https://doi.org/10.56442/ijble.v6i2.1334
Munisa, N., Nofianti, R., & Andini, N. R. (2024). Analysis of school readiness in children aged 5-6 years at PAUD Ummul Habibah in Klambir V Kebon Village, Deli Serdang Regency. Proceeding International Seminar on Islamic Studies, 5(1), 2454–2465. https://doi.org/10.3059/insis.v0i1.19642
Nurshabrina, M. F., Agustine, S. N., & Dariyo, A. (2024). Kecemasan bersekolah pada anak pra-sekolah. Action Research Literate, 8(7), 1784–1789. https://doi.org/10.46799/arl.v8i7.445
Oskar, R., Khairunnisa, F. I., Harto, K., & Suryana, E. (2025). Early childhood development (physical, intellectual, emotional, social, moral and religious) and its implications toward early childhood education. Journal of Social Work and Science Education, 6(2), 680–690. https://doi.org/10.52690/jswse.v6i2.1151
Peverill, H. (2024). Early risk factors in the development of anxiety and mood disorders in children. Abnormal and Behavioural Psychology, 10(6), 1–2. https://doi.org/10.37421/2472-0496.2024.10.292
Pranoto, Y. K. S., & Septianingsih, S. (2025). Kelekatan aman (secure attachment) ayah terhadap kecerdasan sosial anak usia 4 – 6 tahun. Jurnal Studi Guru dan Pembelajaran, 8(2), 1038–1049. https://doi.org/10.30605/jsgp.8.2.2025.6503
Ramadani, S., Putri, S. R., Yves, C., & Tung, M. C. (2022). The impact of separation anxiety disorientation on children’s social interaction. Darussalam: Journal of Psychology and Educational, 1(2), 40–48. https://doi.org/10.55849/djpe.v1i2.20
Rapee, R. M., Creswell, C., Kendall, P. C., Pine, D. S., & Waters, A. M. (2023). Anxiety disorders in children and adolescents: A summary and overview of the literature. Behaviour Research and Therapy, 168, Article 104376. https://doi.org/10.1016/j.brat.2023.104376
Rosyada, A. R. N., & Karmiyati, D. (2024). Anxiety in children preschool: Can it be overcome with gradual exposure? Procedia: Studi Kasus dan Intervensi Psikologi, 12(3), 144–150. https://doi.org/10.22219/procedia.v12i3.29979
Salbiyah, S., Pahrul, Y., Nur, M., Risna, I., & Rini, R. Y. (2026). The role of teachers and parents in overcoming separation anxiety in early childhood. Jurnal Pena PAUD, 7(1), 30–41. https://doi.org/10.33369/jpp.v7i1.45317
Sanders, M. T., Welsh, J. A., Bierman, K. L., & Heinrichs, B. S. (2021). Promoting resilience: A preschool intervention enhances the adolescent adjustment of children exposed to early adversity. School Psychology, 35(5), 285–298. https://doi.org/10.1037/spq0000406
Sorsa, M., Dahl, B., & Røseth, I. (2026). Phenomenological research in the field of Infant Mental Health and Early Childhood (IECMH) - A mapping review. Infant Mental Health Journal, 47(2), Article e70073. https://doi.org/10.1002/imhj.70073
Talitha, R., Christine, S. E., Manihuruk, H. A., & Winata, E. Y. (2025). The role of educational psychology in school readiness: Stakeholders’ perspectives on the transition from ECE to primary school. Jurnal Psikologi Jambi, 10(2), 31–57. https://doi.org/10.22437/jpj.v10i2.47377
Tok, E. (2020). Early childhood teachers’ roles in fostering creativity through free play. International Journal of Early Years Education, 30(4), 956–968. https://doi.org/10.1080/09669760.2021.1933919
Townshend, K., & Caltabiano, N. J. (2019). The extended nervous system: Affect regulation, somatic and social change processes associated with mindful parenting. BMC Psychology, 7(1), 1–14. https://doi.org/10.1186/s40359-019-0313-0
Widiyati, S., Chandra, A., & Purwadi, P. (2019). Analisis kecemasan anak TK di awal masuk sekolah dalam interaksi di dalam kelas di Kecamatan Pedurungan Kota Semarang. Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini, 3(2), 91–96. https://doi.org/10.24853/yby.3.2.91-96
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
