Pelatihan Teknik Budidaya Sayuran Sederhana bagi Guru PAUD sebagai Upaya Penguatan Pembelajaran Berbasis Alam
Abstrak
Pembelajaran berbasis alam (nature-based learning) merupakan pendekatan yang efektif dalam menstimulasi perkembangan holistik anak usia dini. Namun, implementasinya di satuan PAUD masih menghadapi kendala, khususnya keterbatasan kompetensi guru dalam mengintegrasikan lingkungan sebagai sumber belajar. Penelitian ini bertujuan untuk menganalisis efektivitas pelatihan teknik budidaya sayuran sederhana bagi guru PAUD dalam memperkuat pembelajaran berbasis alam. Metode yang digunakan adalah pendekatan kualitatif dengan desain studi kasus pada guru PAUD di wilayah Cisarua, Kabupaten Bandung Barat. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi selama pelatihan dan implementasi kegiatan. Hasil penelitian menunjukkan bahwa pelatihan mampu meningkatkan pemahaman guru terkait teknik budidaya (pengolahan lahan, penanaman, pemupukan, dan pemeliharaan), serta meningkatkan kemampuan mereka dalam merancang pembelajaran kontekstual berbasis lingkungan. Selain itu, kegiatan budidaya sayuran terbukti mendukung perkembangan kognitif, motorik, sosial-emosional, dan kesadaran lingkungan anak. Dengan demikian, pelatihan ini menjadi strategi efektif dalam mengintegrasikan pendidikan lingkungan hidup ke dalam praktik pembelajaran PAUD.
Kata kunci: PAUD, pembelajaran berbasis alam, budidaya sayuran, pelatihan guru, garden-based learning
g
Referensi
Ärlemalm-Hagsér, E. (2013). Respect for nature: A preschool perspective. Journal of Research in Childhood Education, 27(1), 25–40. https://doi.org/10.1080/02568543.2012.739589
Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40(2), 15–38. https://doi.org/10.3200/JOEE.40.2.15-38
Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433–452. https://doi.org/10.1177/0885412215595441
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Davis, J. (2015). Young children and the environment: Early education for sustainability (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781107280370
Dyment, J. E., & Bell, A. C. (2008). Grounds for movement: Green school grounds as sites for promoting physical activity. Health Education Research, 23(6), 952–962. https://doi.org/10.1093/her/cym059
Ernst, J., & Tornabene, L. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(5), 643–664. https://doi.org/10.1080/13504622.2011.640749
Fjørtoft, I. (2001). The natural environment as a playground for children. Early Childhood Education Journal, 29(2), 111–117. https://doi.org/10.1023/A:1012576913074
Food and Agriculture Organization. (2013). School garden guide: A framework for learning and development. FAO. https://doi.org/10.4060/i3847e
Hartatik, W., & Mulyani, A. (2010). Pupuk dan pemupukan dalam meningkatkan produktivitas tanah. Jurnal Tanah dan Iklim, 15(2), 45–56. https://doi.org/10.21082/jti.v15n2.2010
Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305
Kvale, S. (2007). Doing interviews. Sage Publications. https://doi.org/10.4135/9781849208963
Marschner, P. (2012). Marschner’s mineral nutrition of higher plants (3rd ed.). Academic Press. https://doi.org/10.1016/C2009-0-63043-9
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Morgan, P. J., Warren, J. M., Lubans, D. R., Saunders, K. L., Quick, G. I., & Collins, C. E. (2010). The impact of nutrition education with and without a school garden. Public Health Nutrition, 13(11), 1931–1940. https://doi.org/10.1017/S1368980010000959
Ratcliffe, M. M., Merrigan, K. A., Rogers, B. L., & Goldberg, J. P. (2011). The effects of school garden experiences on middle school–aged students’ knowledge, attitudes, and behaviors associated with vegetable consumption. Appetite, 57(3), 724–729. https://doi.org/10.1016/j.appet.2011.05.002
Rubatzky, V. E., & Yamaguchi, M. (2012). World vegetables: Principles, production, and nutritive values (2nd ed.). Springer. https://doi.org/10.1007/978-1-4615-6015-9
Sackes, M., Trundle, K. C., & Bell, R. L. (2011). The effects of a garden-based science program. Early Childhood Research Quarterly, 26(2), 161–171. https://doi.org/10.1016/j.ecresq.2010.09.002
Sugiyono. (2017). Metode penelitian kualitatif, kuantitatif, dan R&D. Alfabeta.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing. https://doi.org/10.54675/UNESCO.ESD.2017
Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning. Review of Educational Research, 83(2), 211–235. https://doi.org/10.3102/0034654313475824
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
