ANALISIS PROFESIONALISME GURU DALAM MENGELOLA KEGIATAN BELAJAR DI LUAR RUANGAN DI TK. TARBIYATUL QURAN AISYIYAH II DUMAI

Abstrak

Penelitian ini bertujuan untuk menganalisis profesionalisme guru dalam mengelola kegiatan belajar di luar ruangan di TK Tarbiyatul Qur’an ‘Aisyiyah II Dumai. Kegiatan pembelajaran di luar ruangan memiliki peran penting dalam mendukung perkembangan anak usia dini, baik aspek fisik, kognitif, sosial emosional, maupun moral dan agama. Namun, pelaksanaannya sangat bergantung pada kemampuan profesional guru dalam merancang, mengatur, menyesuaikan, mengoordinasikan, dan mengontrol kegiatan pembelajaran tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas satu kepala sekolah dan tiga orang guru TK yang dipilih melalui teknik purposive sampling. Teknik pengumpulan data dilakukan melalui observasi, wawancara terstruktur, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan dengan menggunakan triangulasi data untuk menjaga keabsahan hasil penelitian. Hasil penelitian menunjukkan bahwa profesionalisme guru dalam mengelola kegiatan belajar di luar ruangan sudah berjalan cukup baik, terlihat dari upaya guru dalam membagi anak ke dalam kelompok kecil, menyesuaikan kegiatan dengan kondisi anak dan cuaca, serta memanfaatkan fasilitas yang tersedia. Namun demikian, masih terdapat beberapa kendala, seperti keterbatasan luas lahan bermain, kurangnya pelatihan khusus terkait pembelajaran outdoor, serta evaluasi kegiatan yang belum terdokumentasi secara sistematis. Oleh karena itu, diperlukan peningkatan kompetensi guru melalui pelatihan khusus dan pengembangan sistem evaluasi agar pengelolaan kegiatan belajar di luar ruangan dapat berjalan lebih optimal dan terarah sesuai dengan kurikulum pendidikan anak usia dini.

This study aims to analyze teachers’ professionalism in managing outdoor learning activities at TK Tarbiyatul Qur’an ‘Aisyiyah II Dumai. Outdoor learning activities play an important role in supporting early childhood development, including physical, cognitive, social-emotional, as well as moral and religious aspects. However, the implementation of these activities highly depends on teachers’ professional abilities in designing, organizing, adjusting, coordinating, and controlling learning activities. This research employed a qualitative approach with a descriptive method. The research subjects consisted of one principal and two kindergarten teachers selected through purposive sampling. Data were collected through observation, structured interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, supported by data triangulation to ensure validity. The results showed that teachers’ professionalism in managing outdoor learning activities was fairly good, as indicated by teachers’ efforts to divide children into small groups, adjust activities according to children’s conditions and weather, and utilize available facilities. Nevertheless, several obstacles were identified, including limited outdoor space, the lack of specific training on outdoor learning, and the absence of systematic documentation in evaluating outdoor activities. Therefore, it is necessary to enhance teachers’ competencies through professional training and to develop a structured evaluation system so that outdoor learning activities can be implemented more effectively and in accordance with the early childhood education curriculum.