Manajemen Lingkungan Belajar Ramah Anak sebagai Strategi Penguatan Mutu Layanan PAUD: Studi Kasus di PAUD Yaa Bunayya Way Kanan

Dwi Sugianik; Imam Muzaki; Feri Riski Dinata

doi:10.59698/afeksi.v7i3.1096

Authors

Dwi Sugianik Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia
Imam Muzaki Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia
Feri Riski Dinata Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i3.1096

Keywords:

Lingkungan Belajar, Manajemen PAUD, Mutu Layanan, PAUD Ramah Anak, Partisipasi Anak, Kualitas Proses

Abstract

Mutu pendidikan anak usia dini tidak hanya ditentukan oleh kelengkapan fasilitas, tetapi juga oleh kualitas pengalaman yang dialami anak dalam lingkungan fisik, sosial, psikologis, dan pedagogis. Penelitian ini bertujuan menganalisis manajemen lingkungan belajar ramah anak sebagai strategi penguatan mutu layanan di PAUD Yaa Bunayya Way Kanan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara semi-terstruktur, observasi, dan dokumentasi dengan melibatkan kepala PAUD, guru, dan orang tua sebagai sumber informasi. Analisis dilakukan melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan; kredibilitas temuan diperkuat melalui triangulasi sumber dan teknik serta member checking. Hasil penelitian menunjukkan bahwa pengelolaan lingkungan ramah anak berlangsung melalui siklus perencanaan, pengorganisasian, pelaksanaan, dan evaluasi. Pelaksanaan mencakup penataan lingkungan fisik yang aman dan nyaman, interaksi guru-anak yang positif, aktivitas bermain dan eksplorasi, partisipasi anak, serta kemitraan dengan orang tua. Evaluasi digunakan sebagai dasar perbaikan lingkungan dan proses pembelajaran secara berkelanjutan. Temuan menunjukkan bahwa mutu layanan dibangun ketika fungsi manajemen tidak berhenti pada penyediaan sarana, tetapi mengorkestrasi kondisi struktural dan kualitas proses yang langsung dialami anak. Kebaruan penelitian terletak pada model manajemen lingkungan ramah anak yang menghubungkan siklus manajerial dengan lima dimensi pengalaman anak: keselamatan fisik, keamanan relasional, partisipasi, pembelajaran berpusat pada anak, dan kesinambungan sekolah-keluarga.

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