Permainan Peran Emosional untuk Mendukung Empati Anak: Persepsi dan Praktik Guru
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Abstract
Penelitian ini mengeksplorasi pemaknaan dan praktik yang dilaporkan guru dalam permainan peran emosional, perubahan yang mereka persepsikan pada anak, serta kondisi pendukung dan penghambatnya. Studi kasus kualitatif eksploratif dilakukan di satu Raudhatul Athfal dengan dua guru kelompok B dan satu kepala sekolah yang dipilih secara purposif. Tiga wawancara semiterstruktur dianalisis menggunakan analisis tematik refleksif melalui pembacaan berulang, pengodean, pengembangan dan peninjauan tema, serta perbandingan antarpartisipan. Analisis atas 57 kutipan terkode menghasilkan lima tema: permainan peran emosional dipahami sebagai pengalaman langsung mengenali emosi dan perspektif; praktik yang dilaporkan mencakup skenario kontekstual, pembagian peran adaptif, pendampingan, dan refleksi; guru melaporkan pengamatan tentang keberanian, komunikasi, kerja sama, serta tindakan membantu dan menghibur; partisipasi dilaporkan belum merata dan dikaitkan dengan kesiapan anak, bahasa, media, jumlah anak, dan waktu; serta partisipan menilai bahwa optimalisasi memerlukan pembiasaan, dukungan sekolah, keteladanan guru, dan kolaborasi keluarga. Temuan mengindikasikan bahwa nilai pedagogis kegiatan terutama terletak pada kualitas mediasi guru, bukan pada bermain peran semata. Karena penelitian hanya menggunakan tiga wawancara dalam satu konteks, temuan ini tidak dapat digunakan untuk menyimpulkan hubungan kausal atau efektivitas kegiatan.
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