MEMBANGUN KEMANDIRIAN BELAJAR ANAK USIA 5-6 TAHUN MELALUI FLIPPED CLASSROOM

TRI, LATI WANASIA (2026) MEMBANGUN KEMANDIRIAN BELAJAR ANAK USIA 5-6 TAHUN MELALUI FLIPPED CLASSROOM. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK MEMBANGUN KEMANDIRIAN BELAJAR ANAK USIA 5-6 TAHUN MELALUI FLIPPED CLASSROOM Oleh Tri Lati Wanasia Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis upaya membangun kemandirian belajar anak usia 5–6 tahun melalui penerapan model pembelajaran Flipped Classroom. Penelitian ini dilatarbelakangi oleh masih rendahnya kemandirian belajar anak usia dini, yang terlihat dari ketergantungan anak terhadap arahan guru, kurangnya inisiatif dalam mengikuti kegiatan belajar, serta belum optimalnya kemampuan anak dalam mengatur dan bertanggung jawab terhadap aktivitas pembelajaran. Kondisi tersebut menunjukkan perlunya strategi pembelajaran yang mampu memberikan ruang bagi anak untuk belajar secara aktif, mandiri, dan sesuai dengan tahap perkembangannya. Penelitian ini berjudul “Membangun Kemandirian Belajar Anak Usia 5–6 Tahun Melalui Flipped Classroom”. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif melalui jenis penelitian kepustakaan (library research) menggunakan metode Systematic Literature Review (SLR). Sumber data diperoleh dari buku, jurnal ilmiah nasional dan internasional, artikel penelitian, serta berbagai sumber akademik terpercaya yang berkaitan dengan kemandirian belajar anak usia dini dan model pembelajaran Flipped Classroom. Teknik pengumpulan data dilakukan melalui tahapan identifikasi tema penelitian, penelusuran literatur, seleksi literatur berdasarkan kriteria inklusi dan eksklusi, ekstraksi data, serta sintesis data. Analisis data menggunakan teknik analisis isi (content analysis) melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Flipped Classroom memiliki keterkaitan yang positif terhadap perkembangan kemandirian belajar anak usia 5–6 tahun. Model pembelajaran ini membantu anak membangun kesiapan belajar sebelum kegiatan di kelas berlangsung, meningkatkan keterlibatan aktif anak dalam pembelajaran, serta melatih tanggung jawab dan inisiatif belajar secara bertahap. Anak menjadi lebih percaya diri dalam mengikuti kegiatan pembelajaran dan tidak sepenuhnya bergantungvii pada arahan guru. Selain itu, keterlibatan orang tua pada tahap pra-kelas turut mendukung terbentuknya kebiasaan belajar mandiri pada anak. ABSTRACT This study aims to describe and analyze efforts to build learning independence in children aged 5–6 years through the implementation of the Flipped Classroom learning model. This research is motivated by the still low level of learning independence among early childhood children, which can be seen from children’s dependence on teacher instructions, lack of initiative in participating in learning activities, and the less optimal ability of children to manage and take responsibility for learning activities. These conditions indicate the need for a learning strategy that can provide opportunities for children to learn actively, independently, and in accordance with their developmental stages. This research is entitled “Building Learning Independence in Children Aged 5–6 Years Through Flipped Classroom”. This study used a qualitative method with a descriptive approach through library research using the Systematic Literature Review (SLR) method. The data sources were obtained from books, national and international scientific journals, research articles, and various trusted academic sources related to early childhood learning independence and the Flipped Classroom learning model. Data collection techniques were carried out through the stages of identifying research themes, literature searching, literature selection based on inclusion and exclusion criteria, data extraction, and data synthesis. Data analysis used content analysis techniques through the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that the implementation of the Flipped Classroom learning model has a positive relationship with the development of learning independence in children aged 5–6 years. This learning model helps children build learning readiness before classroom activities take place, increases children’s active involvement in learning, and trains responsibility and learning initiative gradually. Children become more confident in participating in learning activities and are not entirely dependent on teacher instructions. In addition, parental involvement at the pre-class stage also supports the formation of independent learning habits in children.

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