Pertemanan dan Pengalaman Belajar Anak Marginal Laki-Laki di Kelas Multi-Usia: Studi Participatory and Appreciative Action and Reflection (PAAR)
Lisa Angela, Elga Andriana, S.Psi, M.Ed, Ph.D
2025 | Tesis | S2 Psikologi
Penelitian ini bertujuan menggali suara anak
marginal laki-laki mengenai pertemanan dan pengalaman belajar mereka di kelas
multi-usia pada sekolah nonformal. Kelas multi-usia sering kali dianggap
berisiko menghadirkan bullying dan ketimpangan relasi. Namun, di Pusat
Kegiatan Anak (PKA) justru mengindikasikan praktik baik yang mendukung
terciptanya lingkungan belajar yang inklusif. Sembilan anak terlibat sebagai
peneliti anak dalam penelitian ini. Pendekatan Participatory and
Appreciative Action and Reflection (PAAR) digunakan untuk mengkaji
praktik baik yang ada di PKA. Data dikumpulkan menggunakan metode photovoice.
Analisis data dilakukan secara partisipatoris bersama partisipan menggunakan
analisis tematik. Hasil penelitian menunjukkan bahwa pertemanan berperan
penting dalam pengalaman belajar. Kehadiran teman membuat siswa (1) termotivasi
untuk semangat belajar, (2) menciptakan rasa aman, dan (3) mendorong eksplorasi
belajar. Kemudian, praktik baik yang ditemukan bersama partisipan, yaitu: (1)
pertemanan erat walaupun berbeda usia, (2) penyelesaian masalah secara sehat,
(3) pembelajaran praktis, dan (4) pembelajaran kolaboratif. Aksi yang
dihasilkan dari penelitian ini adalah children-led webinar untuk
menyebarkan praktik baik, serta saran untuk memperbanyak tugas kelompok dalam
pembelajaran. Penelitian ini menunjukkan pentingnya mendengar suara anak
marginal sebagai bagian dari upaya membangun pendidikan yang lebih inklusif.
This study aims to explore the voices of
marginalized boys regarding their friendships and learning experiences in
multi-age classrooms in nonformal education settings. Multi-age classrooms are
often considered risky, potentially leading to bullying and power imbalances.
However, at the Pusat Kegiatan Anak (PKA), the study indicates the presence of
good practices that foster an inclusive learning environment. Nine children
participated as child researchers in this study. The Participatory and
Appreciative Action and Reflection (PAAR) approach was used to examine the good
practices at PKA. Data was collected using the photovoice method, and data
analysis was conducted participatory with the participants using thematic
analysis. The results indicate that friendships play a significant role in the
learning experience. The presence of friends (1) motivates learning enthusiasm,
(2) creates a sense of security, and (3) encourages learning exploration. The
good practices identified in collaboration with the participants include: (1)
close friendships despite age differences, (2) healthy conflict resolution, (3)
practical learning, and (4) collaborative learning. The actions resulting from
this study include a children-led webinar to spread these good practices and
recommendations to increase group assignments in learning. This study
emphasizes the importance of listening to the voices of marginalized children
as part of efforts to build more inclusive education.
Kata Kunci : pertemanan, pengalaman belajar, anak marginal, multi-usia, PAAR/friendship, learning experiences, marginalized children, multi-age classrooms, PAAR
