PERAN GURU DAN ORANG TUA DALAM MENDUKUNG TRANSISI ANAK DARI PAUD KE SD

Abstrak

Transisi dari pendidikan anak usia dini (PAUD) ke sekolah dasar merupakan tahap krusial dalam perkembangan anak yang memerlukan kesiapan kognitif, emosional, sosial, dan fisik secara menyeluruh. Tanpa persiapan yang matang, anak dapat mengalami kesulitan beradaptasi dengan lingkungan belajar baru dan tuntutan akademik yang lebih formal. Penelitian ini bertujuan memberikan gambaran rinci mengenai peran guru dan orang tua serta bentuk kolaborasi keduanya dalam mendukung transisi anak dari PAUD ke SD. Penelitian menggunakan metode kualitatif deskriptif untuk memahami fenomena secara mendalam. Penelitian dilaksanakan di TK Pelita Hati pada November–Desember 2024 dengan subjek guru dan orang tua. Data dikumpulkan melalui wawancara terstruktur, observasi partisipan, dan dokumentasi, lalu dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan guru berperan sebagai fasilitator, pendamping, dan penilai perkembangan anak, mempersiapkan kesiapan akademik dan sosial-emosional. Orang tua memberikan dukungan emosional, membimbing belajar di rumah, dan membentuk kebiasaan sosial positif. Kolaborasi tampak pada komunikasi rutin, partisipasi aktif dalam kegiatan sekolah, dan saling berbagi informasi perkembangan anak. Temuan ini menegaskan bahwa peran aktif, konsisten, dan sinergis antara guru dan orang tua sangat berpengaruh dalam memperlancar proses transisi anak.

The transition from early childhood education (PAUD) to elementary school is a crucial stage in a child’s development, requiring readiness in cognitive, emotional, social, and physical aspects. Without adequate preparation, children may face difficulties in adapting to new learning environments and more formal academic demands. This study aims to provide a detailed description of the role of teachers and parents, as well as the form of collaboration between them, in supporting children’s transition from PAUD to elementary school. The research employs a qualitative descriptive method, allowing for an in-depth understanding of the phenomena. The study was conducted at TK Pelita Hati in November–December 2024 with teachers and parents as primary subjects. Data were collected through structured interviews, participant observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The results indicate that teachers act as facilitators, mentors, and evaluators, guiding children in both academic and social-emotional readiness. Parents contribute by providing consistent emotional support, academic guidance at home, and fostering positive social habits. Collaboration is reflected in regular communication, active participation in school programs, and mutual sharing of information about children’s progress. These findings emphasize that active, consistent, and synergistic roles of teachers and parents greatly facilitate a smooth and successful transition process for children.