Strategi Perencanaan Pembelajaran untuk Menumbuhkan Epistemic Curiosity Anak Usia Dini
DOI:
https://doi.org/10.31004/aulad.v8i2.1298Keywords:
Perencanaan Pembelajaran, Epistemic Curiosity, Anak Usia DiniAbstract
Masa transisi dari PAUD ke Sekolah Dasar merupakan periode emas untuk menumbuhkan epistemic curiosity anak, karena pada usia 6–7 tahun rasa ingin tahu muncul secara spontan tanpa kekhawatiran akan kesalahan atau keinginan untuk dinilai. Penelitian ini bertujuan merumuskan prinsip strategi perencanaan pembelajaran berbasis Systematic Literature Review (SLR) guna mengoptimalkan epistemic curiosity anak. Metode SLR digunakan dengan menganalisis 17 artikel menggunakan protokol PRISMA. Data dianalisis secara tematik. Hasil menunjukkan bahwa epistemic curiosity terdiri atas tipe interest (karena kebaruan) dan deprivation (karena kebutuhan informasi). Pembelajaran perlu menggabungkan stimulus kebaruan dengan penugasan yang menantang berpikir mendalam. Guru perlu menciptakan suasana belajar yang fleksibel, inklusif, dan mendorong eksplorasi aktif tanpa tekanan penilaian. Temuan ini menjadi acuan praktis dalam menyusun strategi pembelajaran yang sesuai dengan perkembangan epistemic curiosity anak di masa awal sekolah, sehingga potensi rasa ingin tahu mereka dapat dipelihara dan diarahkan secara optimal sejak dini.
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