IMPLEMENTASI PEMBELAJARAN KONTEKSTUAL BERBASIS LAHAN BASAH SEBAGAI UPAYA OPTIMALISASI PERKEMBANGAN ANAK USIA DINI

Abstract

The utilization of the surrounding environment as an early childhood learning medium has not been optimally explored in wetland-area early childhood centers. This study aims to describe the implementation of wetland-based contextual learning and examine its potential in optimizing early childhood development. A qualitative case study design was applied to five children aged 4–5 years at PAUD Cempaka Putih through participatory observation, checklists, anecdotal records, and portfolios. Specific results show that religious-moral, physical-motor, and cognitive aspects developed very optimally and evenly through concrete activities such as counting frogs and imitating jumping movements. However, expressive language and socio-emotional aspects showed diverse dynamics, where some children required gradual scaffolding to speak confidently before groups and regulate emotions during unintentional physical conflicts. In conclusion, the implementation of wetland-based contextual learning effectively optimizes holistic child development, yet it requires continuous individualized stimulation strategies. This local ecosystem-based learning proves capable of providing concrete learning experiences that support the success of early childhood developmental stimulation within early education institutions.

ABSTRAK

Pemanfaatan lingkungan sekitar sebagai media belajar anak usia dini belum terekspos optimal pada lembaga PAUD daerah rawa. Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran kontekstual berbasis lahan basah serta mengkaji potensinya dalam mengoptimalkan perkembangan anak. Metode kualitatif studi kasus diterapkan pada lima anak usia 4–5 tahun di PAUD Cempaka Putih melalui observasi partisipatif, checklist, catatan anekdot, dan portofolio. Hasil spesifik menunjukkan aspek nilai agama-moral, fisik-motorik, dan kognitif berkembang sangat optimal serta merata melalui aktivitas menghitung jumlah kodok dan menirukan gerakan melompat. Namun, aspek bahasa ekspresif dan sosial-emosional menunjukkan dinamika beragam, di mana sebagian anak memerlukan pendampingan bertahap untuk berani berbicara di depan kelompok serta mengelola regulasi emosi saat timbul konflik fisik tidak disengaja. Kesimpulannya, implementasi pembelajaran kontekstual berbasis lahan basah efektif mengoptimalkan perkembangan anak secara holistik, tetapi tetap memerlukan strategi stimulasi individual yang berkelanjutan. Pembelajaran berbasis ekosistem lokal ini terbukti mampu menghadirkan pengalaman belajar konkret yang mendukung keberhasilan stimulasi seluruh aspek perkembangan anak secara berkelanjutan di lembaga pendidikan anak usia dini.