PERAN GURU UNTUK MENGEMBANGKAN KETERAMPILAN ANAK DALAM MEMECAHKAN MASALAH DI SENTRA BALOK (STUDI KASUS RA ISTIQLAL, JAKARTA PUSAT)

TIARA ZACHRA QOLBINNISA, . (2026) PERAN GURU UNTUK MENGEMBANGKAN KETERAMPILAN ANAK DALAM MEMECAHKAN MASALAH DI SENTRA BALOK (STUDI KASUS RA ISTIQLAL, JAKARTA PUSAT). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan mendeskripsikan peran guru sebagai motivator, fasilitator, dan model dalam mengembangkan keterampilan memecahkan masalah anak usia 4–6 tahun di sentra balok RA Istiqlal, Jakarta Pusat. Keterampilan memecahkan masalah merupakan salah satu kemampuan berpikir penting yang perlu distimulasi sejak usia dini melalui kegiatan bermain yang bermakna, dan sentra balok dipilih karena memberi kesempatan bagi anak untuk mengeksplorasi ide, menghadapi tantangan, serta menemukan solusi atas berbagai permasalahan yang muncul selama bermain.Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian meliputi kepala sekolah, guru sentra balok, dan anak usia 4–6 tahun di RA Istiqlal. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperiksa melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa guru berperan penting dalam mengembangkan keterampilan memecahkan masalah anak melalui tiga peran utama yang saling melengkapi. Sebagai motivator, guru memberikan dorongan, apresiasi, penguatan positif, dan dukungan emosional sehingga anak tetap percaya diri menghadapi tantangan. Sebagai fasilitator, guru menyediakan lingkungan belajar yang kondusif, media dan alat bermain yang beragam, mengajukan pertanyaan terbuka, serta memberi pendampingan yang mendorong anak mengenali masalah, memikirkan alternatif penyelesaian, dan menentukan solusi. Sebagai model, guru menunjukkan keteladanan berpikir, bersikap, berkomunikasi, dan menyelesaikan masalah secara sabar, tenang, dan bertanggung jawab, yang kemudian ditiru anak dalam bermain maupun berinteraksi sosial. Ketiga peran ini bersama-sama menciptakan pembelajaran berpusat pada anak yang mendukung berkembangnya keterampilan memecahkan masalah secara optimal di sentra balok.***** This study aimed to describe the roles of teachers as motivators, facilitators, and role models in developing problem-solving skills among children aged 4–6 years in the block center at RA Istiqlal, Central Jakarta. The study was grounded in the importance of problem-solving skills as one of the essential thinking abilities that needed to be fostered from an early age through meaningful play activities. The block center was selected because it provided children with opportunities to explore ideas, face challenges, and find solutions to problems that arose during play. This study employed a qualitative approach using a case study method. The research participants consisted of the principal, the block center teacher, and children aged 4–6 years at RA Istiqlal. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion-drawing procedures. The trustworthiness of the data was ensured through source triangulation and technique triangulation. The findings reveal that teachers play a significant role in developing children's problem-solving skills through three complementary roles. As motivators, teachers foster children's enthusiasm for learning by providing encouragement, appreciation, positive reinforcement, and emotional support, which enable children to remain confident when facing challenges. As facilitators, teachers provide a conducive learning environment, diverse learning media and play materials, ask open-ended questions, and offer guidance that encourages children to identify problems, generate alternative solutions, and determine the most appropriate one. As role models, teachers demonstrate exemplary ways of thinking, behaving, communicating, and solving problems patiently, calmly, and responsibly, which children then imitate during play and social interaction. These three roles complement one another in creating child-centered learning experiences that effectively support the optimal development of children's problem-solving skills in the block center.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Niken Pratiwi, M.Pd. ; 2). Indah Juniasih, M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	FIP > S1 Pendidikan Guru PAUD
Depositing User:	Tiara Zachra Qolbinnisa .
Date Deposited:	24 Aug 2026 06:58
Last Modified:	24 Aug 2026 06:58
URI:	http://repository.unj.ac.id/id/eprint/73064

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