Developing an Understanding of the Transition Period and Stimulating Children's Readiness to Enter Elementary School among Preschool Teachers in Purwakarta Regency

Abstract

ABSTRAK

Pemahaman guru prasekolah terhadap masa transisi dan kesiapan anak memasuki sekolah dasar merupakan hal yang mendasar dalam menentukan tindakan guru dalam menciptakan proses dan keluaran pembelajaran yang berkualitas. Namun sebagian besar guru prasekolah di Kabupaten Purwakarta belum memiliki pemahaman yang utuh mengenai kesiapan sekolah sehingga stimulasi pembelajaran yang diberikan tidak mengacu pada kompetensi anak pada masa transisi. Tujuan dari penelitian ini adalah untuk mengembangkan pemahaman guru prasekolah tentang masa transisi dan kesiapan anak memasuki sekolah dasar. Penelitian ini dilakukan dengan menggunakan pendekatan Participatory Action Reasearch (PAR). Diawali dengan melakukan analisis kondisi terhadap 30 guru prasekolah di Kabupaten Purwakarta, dan dilanjutkan dengan memberikan penguatan melalui sistem pelatihan guru. Data dikumpulkan dengan kuesioner. Hasil menunjukkan bahwa setelah diberikan pelatihan, terjadi peningkatan pemahaman guru prasekolah mengenai masa transisi dan kesiapan sekolah. Guru memahami bahwa kesiapan seorang anak ditentukan oleh kematangan usia serta hal-hal yang berkaitan dengan tingkat perkembangan anak meliputi perkembangan kognitif, fisik-sensorimotor, perkembangan sosial-emosional, dan sikap belajar. Guru juga memahami bahwa kesiapan keluarga dalam memberikan dukungan, stimulasi dan sikap melalui pengasuhan yang menyenangkan, serta kesiapan sekolah dalam hal kompetensi guru, program kegiatan, dan sarana prasarana memberikan pengaruh besar dalam membentuk kesiapan sekolah anak. Penelitian ini diharapkan dapat menjadi rujukan dalam menyusun program masa transisi dan kesiapan sekolah anak.

Kata kunci : Kesiapan, transisi sekolah, pemahaman guru

ABSTRACT

Preschool teacher’s understanding of the transition period and children's readiness to enter elementary school is fundamental in determining teacher actions in creating quality learning processes and outputs. However, the majority of preschool teachers in Purwakarta Regency do not have a complete understanding of school readiness so that the learning stimulation provided does not refer to children's competencies during the transition period. The purpose of this research is to develop preschool teachers' understanding of the transition period and children's readiness to enter elementary school. The research was conducted by using Participatory Action Research (PAR) approaches. Starting with analyzing the conditions of 30 preschool teachers in Purwakarta Regency, and continuing with providing reinforcement through the teacher training system. Data was collected by questionnaire. The results showed that after being given training, there was an increase in teachers' understanding of the transition period and school readiness. Teachers understand that a child's readiness is determined by age maturity as well as matters related to the child's level of development including cognitive, physical-sensorimotor development, social-emotional development, and learning attitudes. Teachers also understand that family readiness in providing support, stimulation and attitudes through pleasant care, as well as school readiness in terms of teacher competency, activity programs and infrastructure have a big influence in shaping children's school readiness. It is hoped that this research can be a reference in preparing programs for the transition period and children's school readiness.

Keywords: Readiness, school transition, teacher understanding