Kesadaran Lingkungan pada Anak Usia Dini

Adiis Retna Utara; Hapidin Hapidin; Ade  Dwi Utami

doi:10.33222/pelitapaud.v9i1.4358

Adiis Retna Utara Universitas Negeri Jakarta
Hapidin Hapidin Universitas Negeri Jakarta
Ade Dwi Utami Universitas Negeri Jakarta

DOI: https://doi.org/10.33222/pelitapaud.v9i1.4358

Abstract

Anak yang memiliki kesadaran lingkungan memahami bahwa dirinya adalah bagian dari ekologi yang hidup bersama-sama dengan makhluk hidup lainnya. Membangun kesadaran lingkungan perlu dilakukan sedini mungkin. Namun satuan-satuan PAUD di Indonesia masih belum sepenuhnya memfasilitasi urgensi akan pembentukan kesadaran lingkungan pada anak. Penelitian ini bertujuan untuk mengkaji mengenai konsep serta upaya-upaya yang dapat dilakukan untuk membangun kesadaran lingkungan pada anak usia dini. Penelitian ini menerapkan metode studi literatur terhadap penelitian-penelitian terdahulu yang relevan. Hasil penelitian menunjukan bahwa urgensi membangun kesadaran lingkungan bukan hanya menjadi fokus dalam lingkup PAUD di Indonesia, namun sudah sejak lama menjadi fokus dari pendidikan dunia. Kesadaran lingkungan merupakan konstruksi dari tiga dimensi yaitu pengetahuan, sikap dan perilaku. Adapun upaya-upaya yang dapat diterapkan oleh satuan-satuan PAUD untuk membangun kesadaran lingkungan pada anak, yaitu melalui bermain playworld, pendekatan STEM, kegiatan green school, hingga penggunaan media pembelajaran dalam bentuk buku bacaan, seperti misalnya buku komik.

Keywords: Kesadaran lingkungan, anak usia dini, perubahan iklim

Downloads

Download data is not yet available.

References

Broström, S., & Frøkjær, T. (2019). Developing a Pedagogy of Education for Sustainable Futures: Experiences and Observations from Danish Preschools. ECNU Review of Education, 2(4), 475–496. https://doi.org/10.1177/2096531119893306

Burkholder, E. O., & Peláez, M. (2000). A behavioral interpretation of Vygotsky’s theory of thought, language, and culture. Behavioral Development Bulletin, 9(1), 7–9. https://doi.org/10.1037/h0100530

Campbell, C., & Speldewinde, C. (2022). Early Childhood STEM Education for Sustainable Development. Sustainability (Switzerland), 14(6). https://doi.org/10.3390/su14063524

Charlesworth, R. (2016). Math and Science for Young Children (8th ed.). Cengage Learning.

Christina, L., Ginting, B., & Ismaniati, C. (2019). Comics to Learn Characters of Care and Responsibility in Children.

Hadler, M., Klösch, B., Schwarzinger, S., Schweighart, M., Wardana, R., & Bird, D. N. (2022). Measuring Environmental Attitudes and Behaviors. In M. Hadler, B. Klösch, S. Schwarzinger, M. Schweighart, R. Wardana, & D. N. Bird (Eds.), Surveying Climate-Relevant Behavior: Measurements, Obstacles, and Implications (pp. 15–35). Springer International Publishing. https://doi.org/10.1007/978-3-030-85796-7_2

Hapidin, H., & YENINA, Y. (2016). PENGEMBANGAN MODEL PERMAINAN TRADISIONAL DALAM MEMBANGUN KARAKTER ANAK USIA DINI. JPUD - Jurnal Pendidikan Usia Dini, 10, 201–212. https://doi.org/10.21009/JPUD.102.01

Heggen, M. P. (2019). Children as eco-citizens?

Hungerford, H. R., & Volk, T. L. (1990). Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education, 21(3), 8–21. https://doi.org/10.1080/00958964.1990.10753743

Ismail, H., Albaree Abdul, M., & Abdul Aziz, dan. (2020). COMICS AND CHILDREN’S LITERACY SKILLS: A FOCUS GROUP ANALYSIS FROM PRESCHOOL TEACHER’S PERSPECTIVE. In Journal Of Archaeology Of Egypt/Egyptology (Vol. 17, Issue 6).

John-Steiner, V., & Mahn, H. (1996). Sociocultural Approaches to Learning and Development : A Vygotskian Framework. Educational Psychologist, 31(3/4), 191–206.

Kalogiannakis, M., Nirgianaki, G. M., & Papadakis, S. (2018). Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Education Journal, 46(5), 535–546. https://doi.org/10.1007/s10643-017-0884-4

Kirsch, M. (2019). On the Abilities of Unconscious Freudian Motivational Drives to Evoke Conscious Emotions. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00470

Lamminpää, J., Vesterinen, V. M., & Puutio, K. (2020). Draw-A-Science-Comic: exploring children’s conceptions by drawing a comic about science. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2020.1839405

Lindqvist, Gunilla. (1995). The aesthetics of play : a didactic study of play and culture in preschools. [Uppsala University].

Nabila, S. U., Lestari, G. D., & Yulianingsih, W. (2023). Pembiasaan Nilai-Nilai Kepedulian Lingkungan pada Anak Usia Dini melalui Prinsip Pembelajaran. Jurnal Obsesi, 7(1), 1105–1118.

Neenan, E. E., Roche, J., & Bell, L. (2021). Time to Listen: Children’s Voice in Geoscience Education Research. Frontiers in Environmental Science, 9. https://doi.org/10.3389/fenvs.2021.669430

Oktamarina, L. (2021). Meningkatkan Karakter Peduli Lingkungan Sejak Usia Dini Melalui Kegiatan Green School di PAUD UswatunnHasanah Palembang. Jurnal Ilmiah Potensia, 6(1), 37–44.

Ramsey, C. E., & Rickson, R. E. (1976). Environmental Knowledge and Attitudes. The Journal of Environmental Education, 8(1), 10–18. https://doi.org/10.1080/00958964.1976.9941552

Sageidet, B. M., Christensen, M., & Davis, J. M. (2019). Children’s Understandings of Environmental and Sustaibaility-related Issues in Kindergartens in Rogaland, Norway, and Queensland, Australia. International Journal of Environmental and Science Education, 14(4), 17191–17205.

Scott, S., & Palincsar, A. (2013). Sociocultural Theory. The Gale Group.

Seefeldt, C., Castle, S., & Falconer, R. C. (2013). Social Studies for the Preschool/Primary Child (9th ed.). Pearson Education.

Simsar, A. (2021). Young Children’s Ecological Footprint Awareness and Environmental Attitudes in Turkey. Child Indicators Research, 14(4), 1387–1413. https://doi.org/10.1007/s12187-021-09810-7

Stapp, W. B. (1969). The Concept of Environmental Education. Environmental Education, 1(1), 30–31. https://doi.org/10.1080/00139254.1969.10801479

Syarah, E. S., Yetti, E., & Fridani, L. (2018). PENGEMBANGAN MEDIA KOMIK ELEKTRONIK UNTUK MENINGKATKAN PEMAHAMAN KONSERVASI KELAUTAN ANAK USIA DINI. Jurnal Pendidikan Anak Usia Dini, 12(2). https://doi.org/10.21009/JPUD.122

Towoliu, I. D., Hartati, S., & Hapidin, H. (2020). Pendidikan Karakter Berbasis Islam melalui Program Cinta Rosul pada Anak Taman Kanak-Kanak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 521. https://doi.org/10.31004/obsesi.v5i1.618

Utami, A. D., Fleer, M., & Li, L. (2020). Shift in teachers’ pedagogical practices in play-based programme in Indonesia. International Journal of Early Years Education, 28, 1–16. https://doi.org/10.1080/09669760.2020.1777846

Vygotsky, L. S. (1978). Mind in Society - The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.

Walters, S. (1994). Algorithms and archetypes: Evolutionary psychology and Carl Jung’s theory of the collective unconscious. Journal of Social and Evolutionary Systems, 17(3), 287–306. https://doi.org/https://doi.org/10.1016/1061-7361(94)90013-2

Wiegerová, A., & Navrátilová, H. (2017). Let’s Not Be Scared of Comics (Researching Possibilities of Using Conceptual Comics in Teaching Nature Study in Kindergarden). Procedia - Social and Behavioral Sciences, 237, 1576–1581. https://doi.org/10.1016/j.sbspro.2017.02.248