Menuju Pembelajaran Literasi Awal yang Kontekstual: Analisis Kebutuhan pada Masa Transisi PAUD ke Sekolah Dasar
DOI:
https://doi.org/10.64277/semnas.v3i1.304Keywords:
Analisis Kebutuhan, Literasi Awal, Pembelajaran Kontekstual, Transformasi Pembelajaran, Transisi PAUD ke Sekolah DasarAbstract
Transisi dari Pendidikan Anak Usia Dini (PAUD) ke Sekolah Dasar merupakan periode penting dalam mendukung kesiapan belajar dan perkembangan literasi awal anak. Namun, praktik pembelajaran pada masa transisi sering kali masih berorientasi pada pencapaian kemampuan akademik dasar melalui aktivitas membaca dan menulis secara teknis. Kondisi tersebut menunjukkan adanya kesenjangan antara praktik pembelajaran yang berlangsung dengan prinsip perkembangan anak usia dini dan konsep literasi awal yang bersifat holistik. Penelitian ini bertujuan menganalisis kebutuhan transformasi pembelajaran literasi awal pada masa transisi PAUD ke Sekolah Dasar. Penelitian menggunakan pendekatan kualitatif dengan desain analisis kebutuhan (needs assessment). Data diperoleh melalui wawancara mendalam terhadap lima guru dari lima satuan PAUD di Jakarta Timur yang memiliki pengalaman mendampingi anak pada masa transisi ke Sekolah Dasar. Data dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan tiga kebutuhan utama, yaitu: (1) perlunya pengurangan dominasi pendekatan mekanistik dalam pembelajaran literasi awal; (2) peningkatan integrasi aktivitas bermain dan interaksi sosial sebagai bagian dari proses belajar; dan (3) penguatan keterkaitan pembelajaran dengan pengalaman nyata anak melalui pendekatan kontekstual. Temuan ini menunjukkan bahwa transformasi pembelajaran literasi awal perlu diarahkan pada pendekatan yang lebih kontekstual, interaktif, dan berpusat pada anak agar proses transisi berlangsung lebih bermakna dan sesuai dengan karakteristik perkembangan anak. Hasil penelitian ini dapat menjadi dasar dalam pengembangan strategi pembelajaran transisi yang mendukung penguatan literasi awal secara holistik.
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