Model Konseptual Guided Play Berbasis Pasar Mini untuk Meningkatkan Literasi Numerasi pada Anak Usia Dini
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Abstract
Penelitian ini bertujuan mengembangkan kerangka konseptual guided play berbasis simulasi pasar mini matematika yang memadukan mediasi pendidik, aktivitas transaksi autentik, dan asesmen hasil belajar yang terukur. Penelitian menggunakan metode Systematic Literature Review terhadap 183 publikasi ilmiah periode 2018–2025. Hasil kajian mengidentifikasi kesenjangan penelitian bahwa meskipun kurikulum berbasis bermain telah terbukti efektif dalam berbagai studi eksperimental, penerapan pasar mini sebagai konteks guided play masih didominasi penelitian berskala kecil dengan desain metodologis yang belum menghasilkan bukti kausal yang kuat. Kerangka konseptual yang dikembangkan mengintegrasikan lima komponen utama, yaitu aktivitas transaksi yang diinisiasi anak, mediasi dan dokumentasi pembelajaran oleh pendidik, tujuan pembelajaran terstruktur, siklus bermain yang disertai refleksi, serta asesmen berbasis berbagai sumber bukti. Kerangka ini menyediakan landasan konseptual yang diuji secara empiris untuk meningkatkan numerasi awal melalui aktivitas jual-beli yang bermakna. Novelty terletak pada integrasi prinsip guided play, aktivitas pasar mini autentik, mediasi pendidik, dan asesmen tervalidasi dalam satu model pembelajaran komprehensif. Implikasi praktis penelitian meliputi pengembangan program pelatihan pendidik, perangkat pembelajaran, dan sistem asesmen yang kontekstual serta adaptif terhadap karakteristik budaya lokal guna mendukung implementasi pembelajaran numerasi berbasis bermain.
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