Meningkatkan Kualitas Pembelajaran melalui Observasi Lingkungan Fisik dan Sosial di RA Baitul Ibadah
DOI:
https://doi.org/10.59841/al-mustaqbal.v2i3.235Keywords:
Learning-Environment, Early-Childhood, Learning-Quality, Preschool-EducationAbstract
This study aims to examine the impact of managing physical and social environments on learning quality at RA Baitul Ibadah, Binjai City. Observations were conducted in four classrooms—Awan, Bulan, Bintang, and Pelangi—focusing on spatial arrangement, availability of educational materials, and social interactions. The results show that a flexible, accessible physical environment enriched with educational play tools significantly supports exploration and holistic child development. Moreover, teacher involvement in organizing space and fostering children’s independence strengthens an active and enjoyable learning atmosphere. Each classroom demonstrated unique environmental management strategies, yet all contributed positively to learning outcomes. This study highlights the critical role of planned and responsive learning environments in promoting optimal early childhood development and provides practical recommendations for early childhood institutions in creating child-friendly, educational spaces.
References
Arianti, A. (2019). Urgensi lingkungan belajar yang kondusif dalam mendorong siswa belajar aktif. Didaktika, 11(1), 41. https://doi.org/10.30863/didaktika.v11i1.161
Aulia, D. H., Amalia, T. N., & Setiabudi, D. I. (2022). Urgensi lingkungan belajar yang kondusif dalam mendorong siswa belajar aktif. Education: Jurnal Sosial Humaniora dan Pendidikan, 2(1), 41–51. https://doi.org/10.51903/education.v2i1.148
Fitriani, S., & Lestari, P. (2021). Pengaruh lingkungan belajar terhadap perkembangan kognitif anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 987–995. https://doi.org/10.31004/obsesi.v5i2.1234
Herlina, D., & Nurhasanah, L. (2020). Peran guru dalam menciptakan lingkungan belajar yang menyenangkan di PAUD. Jurnal Ilmiah Potensia, 5(1), 45–52. https://doi.org/10.33369/potensia.v5i1.6789
Kholidah, D., Fatimah, N., Adelita, D., & Purnamasari, F. (n.d.). Relasi antara kondisi lingkungan sekolah dan pembentukan karakter anak usia dini. Jurnal Ilmiah, 0738(3), 605–612.
Moleong, L. J. (2016). Metodologi penelitian kualitatif. PT Remaja Rosdakarya.
Nurdiana, R. (2023). Analisis pengaruh lingkungan fisik kelas terhadap minat aktivitas belajar anak usia dini. Thufuli: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 1–7. https://doi.org/10.62070/thufuli.v1i1.16
Sophya, I. V. (2014). Desain pembelajaran Bahasa Inggris untuk pendidikan anak usia dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 2(2), 251. https://doi.org/10.21043/thufula.v2i2.4639
Sukardi, M. (2018). Pengaruh lingkungan fisik sekolah terhadap prestasi belajar siswa. Jurnal Penelitian Pendidikan, 19(2), 112–120. https://doi.org/10.21831/jpp.v19i2.23456
Umi Kalsum, Arsy, A., Salsabilah, R., Putri, P. N., & Noviani, D. (2023). Konsep dasar pendidikan anak usia dini dalam perspektif Islam. Khirani: Jurnal Pendidikan Anak Usia Dini, 1(4), 94–113. https://doi.org/10.47861/khirani.v1i4.632
Wulandari, F. (2020). Pemanfaatan lingkungan sebagai sumber belajar anak sekolah dasar. Journal of Educational Review and Research, 3(2), 105. https://doi.org/10.26737/jerr.v3i2.2158
Yuliani, M. N. (2016). Konsep dasar pendidikan anak usia dini. Prenadamedia Group.
