Integrasi Neurosains Dan Kearifan Lokal Dalam Desain Lingkungan Belajar Yang Mendukung Perkembangan Otak Anak Usia Dini
DOI:
https://doi.org/10.56874/tfw2g024Keywords:
Local Wisdom, Neuroscience, Early Childhood, Brain DevelopmentAbstract
Penelitian ini bertujuan untuk mengembangkan model desain lingkungan belajar yang mengintegrasikan prinsip neurosains dan kearifan lokal guna mendukung perkembangan otak anak usia dini. Menggunakan pendekatan kualitatif-eksploratif dengan metode studi kasus tunggal, penelitian melibatkan 15 partisipan ahli multidisiplin (pendidik PAUD, ahli neurosains, budayawan, desainer lingkungan) yang diwawancarai mendalam. Data dianalisis secara tematik untuk mengidentifikasi pola dan konsep kunci. Hasil penelitian menunjukkan bahwa integrasi neurosains dan kearifan lokal secara signifikan memperkaya lingkungan belajar. Prinsip neurosains seperti stimulasi multisensorik, desain yang mendukung fungsi kognitif (atensi, memori kerja), dan fasilitas interaksi sosial dapat meningkatkan konektivitas saraf dan keterampilan adaptif anak. Lingkungan yang kaya tekstur, warna, suara alami, dan aroma mengaktifkan berbagai area otak, memperkuat jaringan saraf yang sehat. Desain ruang fleksibel juga dilaporkan meningkatkan motivasi dan keterlibatan anak (P-01, P-05, P-09). Sementara itu, kearifan lokal diwujudkan melalui penggunaan material alami, arsitektur tradisional, permainan tradisional (seperti congklak dan egrang yang melatih motorik dan kognitif), serta dialog antargenerasi, menanamkan rasa memiliki, kebanggaan budaya, dan nilai-nilai sosial-emosional seperti empati. Studi ini memperluas pemahaman tentang bagaimana lingkungan fisik dan budaya secara sinergis membentuk arsitektur otak, menempatkan stimulasi neurologis dan pengayaan budaya sebagai mekanisme saling melengkapi. Sebuah prototipe desain lingkungan integratif, mencakup Zona Eksplorasi Sensorik Alam, Area Bermain Peran Budaya, dan Pojok Cerita Antargenerasi, diusulkan sebagai model holistik untuk mendukung perkembangan kognitif, emosional, dan sosial anak sekaligus memperkuat identitas budaya. Implikasi dari penelitian ini menyoroti pentingnya merancang lingkungan belajar yang responsif terhadap kebutuhan neurologis dan warisan lokal untuk pendidikan anak usia dini yang optimal.
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