Eksplorasi Peran Lingkungan dalam Menciptakan Pembelajaran yang Bermakna
Studi Multi Kasus di PAUD Terpadu Islam Diponegoro dan PAUD ABA Nurul Hidayah PK, Surakarta
DOI:
https://doi.org/10.18592/jea.v11i2.16416Keywords:
Environment, Meaningful Learning, Project Based Learning, Islamic Based in Early Childhood EducationAbstract
Curriculum reform and the implementation of Project-Based Learning (PjBL) in early childhood education (ECE) are expected to support teachers in facilitating meaningful learning experiences within early years classrooms. However, few studies have examined the environmental factors that contribute to PjBL's effectiveness in achieving children’s learning outcomes. This qualitative study aims to examine both the roles and challenges of environmental contexts in promoting meaningful learning, using a multi-case study design. Data were collected through focus group discussions, direct observations, and in-depth interviews involving two school principals and eighteen teachers from two Islamic-based ECE institutions in Surakarta, Central Java. Thematic analysis was employed to identify emergent themes through systematic coding. The findings reveal that meaningful learning is supported by three key environmental dimensions: physical, social, and cultural-religious contexts. These aspects influence decisions regarding the school's type, foundation, facilities, and educational services, as well as children's learning experiences and participation. Nevertheless, schools and surrounding environments face challenges in leveraging these contexts, including limited teacher literacy in physical and cultural-religious content and safety concerns in children’s outdoor learning.References
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