- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Pembelajaran Kontekstual Eksploratif Berbasis Deep Learning pada Anak Usia Dini
DOI:
https://doi.org/10.31004/obsesi.v10i4.8678Keywords:
anak usia dini, deep learning, pembelajaran eksploratif, pembelajaran kontekstual, pengasuhanAbstract
Pembelajaran anak usia dini perlu dirancang secara kontekstual dan eksploratif agar anak tidak hanya menerima informasi, tetapi juga mampu membangun makna melalui pengalaman langsung. Namun, praktik pembelajaran di PAUD masih sering didominasi oleh hafalan, pengulangan, dan penyelesaian tugas mekanis, sehingga keterlibatan aktif anak belum berkembang secara optimal. Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran kontekstual dan eksploratif berbasis deep learning pada pendidikan anak usia dini. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan penelitian meliputi guru PAUD sebagai informan utama, anak sebagai subjek yang diamati, serta orang tua sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran berbasis deep learning tampak melalui kegiatan bermain, tanya jawab, eksplorasi benda konkret, diskusi sederhana, dan pengaitan tema pembelajaran dengan pengalaman sehari-hari anak. Implementasi tersebut didukung oleh kesiapan guru, media belajar konkret, lingkungan kelas yang aman, serta keterlibatan orang tua dalam memperkuat pengalaman belajar anak di rumah. Hambatan yang ditemukan meliputi pemahaman guru yang belum merata, kebiasaan metode konvensional, keterbatasan waktu, dan keterbatasan media. Temuan ini menegaskan bahwa deep learning pada PAUD dapat diwujudkan melalui pembelajaran kontekstual, eksploratif, dialogis, dan didukung oleh kesinambungan pengasuhan di lingkungan keluarga.
Downloads
Download data is not yet available.
References
Affrida, E. N. (2017). Strategi ibu dengan peran ganda dalam membentuk kemandirian anak usia pra sekolah. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 1, 114. https://doi.org/10.31004/obsesi.v1i2.24
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18. https://doi.org/10.1037/a0021017
Ardiyana, R. D., Akbar, Z., & Karnadi, K. (2019). Pengaruh keterlibatan orang tua dan motivasi intrinsik dengan kepercayaan diri anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(2), 494–505. https://doi.org/10.31004/obsesi.v3i2.253
Aziz, A., & Mulyono, T. (2026). Implementasi pembelajaran mendalam (deep learning) dalam Kurikulum Merdeka untuk meningkatkan kompetensi pedagogik guru PAUD. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(1). https://doi.org/10.23969/jp.v11i01.41917
Bali, E. N., Windiarti, R., Kristanto, W., Jaya, P. R. P., & Dima, R. K. (2025). Lokakarya pendekatan deep learning di PAUD: Integrasi prinsip, pengalaman belajar, dan kerangka pembelajaran. Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat, 8(2), 172–179. https://doi.org/10.17977/um050v8i22025p172-179
(2011) Biggs, J., & Tang, C. . Teaching for quality learning at university: What the student does (4th ed.). Open University Press. https://books.google.com/books?id=XhjRBrDAESkC
Bonawitz, E. B., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E. S., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322–330. https://doi.org/10.1016/j.cognition.2010.10.001
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, M. Y., Rouse, E., & Morrissey, A.-M. (2024). Intentionality and the active decision-making process in play-based learning. The Australian Educational Researcher, 51, 1373–1388. https://doi.org/10.1007/s13384-023-00644-6
Colliver, Y. (2022). Intentional or incidental? Learning through play according to Australian educators’ perspectives. Early Years, 42(2), 182–199. https://doi.org/10.1080/09575146.2019.1661976
Dewi, T. A., & Widyasari, C. (2022). Keterlibatan orang tua dalam mengembangkan karakter kemandirian anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 5691–5701. https://doi.org/10.31004/obsesi.v6i6.3121
Dwijantie, J. S. (2025). Pendekatan deep learning dalam pembelajaran PAUD: Membangun pemahaman mendalam bagi anak usia dini. Edukasiana: Jurnal Inovasi Pendidikan, 4(3), 1238–1246. https://doi.org/10.56916/ejip.v4i3.1666
Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. https://doi.org/10.23965/AJEC.42.2.01
Entwistle, N., & Ramsden, P. (2015). Understanding student learning. Routledge. https://doi.org/10.4324/9781315718637
Fauziddin, M. (2016). Pembelajaran agama Islam melalui bermain pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2(2), 107–116. https://doi.org/10.31004/obsesi.v2i2.37
Fauziddin, M., Ningrum, M. A., Adamcova, P., & Utari, A. R. (2025). Systematic review of the negative impact of early childhood education learning digitalization on early childhood development. Educative: Jurnal Ilmiah Pendidikan, 3(3), 158–166. https://doi.org/10.70437/educative.v3i3.1503
Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091
Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain-specific elements of teacher–child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257–1274. https://doi.org/10.1111/cdev.12184
Hasnah, S., Gusnarib, G., & Rahmah, H. (2024). Metode pembelajaran bermain: Apakah berpengaruh terhadap perkembangan karakter sosial anak usia dini? Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(6), 2024–2032. https://doi.org/10.31004/obsesi.v8i6.6247
Hattie, J., & Donoghue, G. (2016). Learning strategies: A synthesis and conceptual model. NPJ Science of Learning, 1(1), 16013. https://doi.org/10.1038/npjscilearn.2016.13
Inten, D. N., Nurani, Y., & Wulan, S. (2026). Persepsi guru PAUD tentang bermain berbasis deep learning dalam pembelajaran literasi dini. Murhum: Jurnal Pendidikan Anak Usia Dini, 7(1). https://doi.org/10.37985/murhum.v7i1.1906
Jayawardana, H. B. A. (2025). Implementasi pembelajaran mendalam (deep learning) pada jenjang Pendidikan Anak Usia Dini (PAUD). JECIE: Journal of Early Childhood and Inclusive Education, 8(2), 510–516. https://doi.org/10.31537/jecie.v8i2.2476
Leggett, N. (2025). Intentional teaching and the intentionality of educators: Time for careful, considerate, collaborative, and reflective practice. Early Childhood Education Journal, 53, 1–9. https://doi.org/10.1007/s10643-023-01550-3
Marton, F., & Säljö, R. (1976). On qualitative differences in learning I: Outcome and process. British Journal of Educational Psychology, 46(1), 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Masoumi, D., Bourbour, M., & Lindqvist, G. (2024). Mapping children’s actions in the scaffolding process using interactive whiteboard. Early Childhood Education Journal, 52, 1209–1220. https://doi.org/10.1007/s10643-023-01510-x
Maulana, R. A., Elnawati, E., & Septiyani, M. P. (2026). Persepsi guru PAUD terhadap pembelajaran mendalam untuk meningkatkan berpikir kritis anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 10(1), 25–35. https://doi.org/10.31004/obsesi.v10i1.7719
Mulia, P. S., & Kurniati, E. (2023). Partisipasi orang tua dalam pendidikan anak usia dini di wilayah pedesaan Indonesia. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 3663–3674. https://doi.org/10.31004/obsesi.v7i3.4628
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass. https://books.google.com/books?id=JFN_BwAAQBAJ
Munawar, M., & Nisfa, N. L. (2026). Mindfulnes guru PAUD dalam implementasi deep learning anak usia dini. Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini, 5(1). https://doi.org/10.35878/tintaemas.v5i1.2281
Novitasari, Y., Wahyuni, S., & Wulandari, F. (2025). Persepsi guru tentang penerapan pembelajaran mendalam (deep learning) di lembaga PAUD. Murhum: Jurnal Pendidikan Anak Usia Dini, 6(2), 1477–1489. https://doi.org/10.37985/murhum.v6i2.1692
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications. https://books.google.com/books?id=p0wXBAAAQBAJ
Nuraidah, D., & Soro, S. H. (2026). Kepemimpinan transformasional kepala sekolah dalam implementasi pembelajaran mendalam berbasis bermain untuk penguatan karakter anak usia dini. Jurnal Pendidikan dan Pembelajaran Indonesia, https://doi.org/10.53299/jppi.v6i2.4065
Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school: A framework for policy and practice. Frontiers in Education, 7, 751801. https://doi.org/10.3389/feduc.2022.751801
Putri, C. F., & Sudaryanti, S. (2025). Pengaruh metode bermain dan penataan lingkungan main terhadap kemampuan interaksi sosial anak usia 5–6 tahun. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(6). https://doi.org/10.31004/obsesi.v9i6.7491
Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311–351. https://doi.org/10.1002/rev3.3097
Rahmatia, R., Pajarianto, H., Kadir, A., Ulpi, W., & Yusuf, M. (2022). Pengembangan model bermain konstruktif dengan media balok untuk meningkatkan visual-spasial anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(1), 47–57. https://doi.org/10.31004/obsesi.v6i1.1185
Ramadhani, A., Halida, H., Miranda, D., & Amalia, A. (2026). Analisis persepsi dan kesiapan guru PAUD dalam implementasi pendekatan deep learning. Jurnal Basicedu, 10(2). https://doi.org/10.31004/basicedu.v10i2.11174
Ratna, A., Arbarini, M., & Loretha, A. F. (2023). Pembelajaran STEAM dengan media loose parts di kelompok bermain anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 3227–3240. https://doi.org/10.31004/obsesi.v7i3.4468
Riskia, I., Nurhayati, N., Awalunnisah, S., & Durrotunnisa, D. (2025). Pengaruh keterlibatan orang tua dalam pembelajaran digital terhadap perkembangan nilai keagamaan anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(5). https://doi.org/10.31004/obsesi.v9i5.7340
Rizka, N., Rahayu, S., Fauziddin, M., Utami, D. T., & Novita, P. (2025). Implementasi model webbed learning bermuatan literasi sains pada pembelajaran mendalam di PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(5), 2118–2128. https://doi.org/10.31004/obsesi.v9i5.7433
Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C., & Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis. Child Development, 93(4), 1162–1180. https://doi.org/10.1111/cdev.13730
Solekah, S., Purnamasari, I., & Harjito, H. (2025). Implementasi bermain dengan ragam dan jenis main berbantuan media loose part untuk meningkatkan kemampuan pramembaca anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(5). https://doi.org/10.31004/obsesi.v9i5.7013
Thomas, L., Warren, E., & deVries, E. (2011). Play-based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 36(4), 69–75. https://doi.org/10.1177/183693911103600410
Thompson, J., & Stanković-Ramirez, Z. (2021). What early childhood educators know about developmentally appropriate practice. Phi Delta Kappan, 103(2), 20–25. https://doi.org/10.1177/00317217211051138
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104–112. https://doi.org/10.1111/mbe.12015
Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177–182. https://doi.org/10.1177/0963721416645512
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Yu, Y., Shafto, P., Bonawitz, E., Yang, S. C.-H., Golinkoff, R. M., Corriveau, K. H., Hirsh-Pasek, K., & Xu, F. (2018). The theoretical and methodological opportunities afforded by guided play with young children. Frontiers in Psychology, 9, 1154. https://doi.org/10.3389/fpsyg.2018.01154
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications. https://uk.sagepub.com/en-gb/eur/case-study-research-and-applications/book250150
Downloads
Published
19-08-2026
How to Cite
Ruwaida, G. A., Rahmi, A. M., Ramadan , M. P., & Kholifah, S. (2026). Pembelajaran Kontekstual Eksploratif Berbasis Deep Learning pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 10(4), 3542–2550. https://doi.org/10.31004/obsesi.v10i4.8678
Issue
Section
Articles
License
Copyright (c) 2026 Gina Asri Ruwaida, Azi Matur Rahmi, Mariana Panji Ramadan , Siti Kholifah (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
