Strategi Pembelajaran Guru PAUD Berbasis Well-Being dalam Mewujudkan Sekolah Ramah Anak

Muh Wildam, Tri Santi Cipto Ningrum, Wasty Oni Palungan, Irma Amaliah

Abstract


This study aims to describe the role of teachers in implementing well-being–based learning strategies in Early Childhood Education (ECE) and their contribution to the realization of Child-Friendly Schools. The method used is theoretical research with a descriptive approach through an analysis of relevant literature. The findings indicate that teachers play a central role as role models, facilitators, emotional supporters, collaborators with families, and reflective practitioners. Well-being–based learning strategies are shown to contribute to the creation of a safe, comfortable, and inclusive learning environment that supports children’s holistic development. In addition, this approach helps prevent violence, strengthens children’s active participation, and enhances collaboration among schools, families, and communities. Thus, well-being–based learning strategies serve as a key element in realizing Child-Friendly Schools that uphold children’s rights.

 

Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam menerapkan strategi pembelajaran berbasis well-being di Pendidikan Anak Usia Dini (PAUD) serta kontribusinya terhadap terwujudnya Sekolah Ramah Anak. Metode yang digunakan adalah penelitian teoretis dengan pendekatan deskriptif melalui analisis literatur relevan. Hasil kajian menunjukkan bahwa guru memiliki peran sentral sebagai role model, fasilitator, pendukung emosional, kolaborator dengan keluarga, dan praktisi reflektif. Strategi pembelajaran berbasis well-being terbukti berkontribusi pada penciptaan lingkungan belajar yang aman, nyaman, inklusif, serta mendukung perkembangan holistik anak. Selain itu, pendekatan ini juga mencegah kekerasan, memperkuat partisipasi aktif anak, dan meningkatkan kolaborasi antara sekolah, keluarga, dan komunitas. Dengan demikian, strategi pembelajaran berbasis well-being menjadi salah satu kunci penting dalam mewujudkan Sekolah Ramah Anak yang berpihak pada hak-hak anak.


Keywords


Early Childhood Teachers; Well-Being; Learning Strategies; Child-Friendly Schools

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DOI: https://doi.org/10.17509/jpa.v9i2.92942

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