Implementasi Model One Stop Education Centre untuk Mendukung Kebutuhan Belajar Anak Usia Sekolah Dasar: Studi Kasus Awara Learning Centre
DOI:
https://doi.org/10.51574/judikdas.v5i4.5924Keywords:
One Stop Education Centre, Kebutuhan Belajar, Siswa Sekolah Dasar, Pendidikan Nonformal, Awara Learning CentreAbstract
Layanan pendidikan nonformal semakin berkembang dalam bentuk program yang beragam, tetapi keragaman program belum dengan sendirinya menunjukkan adanya integrasi, personalisasi, dan dukungan perkembangan yang terstruktur. Penelitian ini bertujuan mengkaji implementasi One Stop Education Centre di Awara Learning Centre, Pekanbaru, dengan perhatian khusus pada layanan yang relevan bagi anak usia sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus dokumenter dan menempatkan model layanan kelembagaan sebagai unit analisis. Dokumen kelembagaan dan operasional dianalisis secara tematik untuk mengidentifikasi struktur layanan, diferensiasi usia dan level, orientasi perkembangan multidomain, serta mekanisme integrasi yang terdokumentasi. Hasil penelitian menunjukkan bahwa Awara menyediakan sedikitnya 13 bidang program, meliputi Montessori, matematika, Mopi Baca Tulis, coding dan robotika, bahasa Inggris dan public speaking, Mandarin, seni, tari, modelling, gimnastik, dan bela diri. Meskipun portofolio kelembagaan melayani rentang usia yang lebih luas, sejumlah level program secara langsung mencakup anak usia sekolah dasar. Dokumen juga menunjukkan adanya asesmen individual, koordinasi lintas pengajar, dan pelaporan perkembangan pada sebagian besar program yang terdokumentasi, sehingga memberikan indikasi awal integrasi operasional. Namun, konsistensi mekanisme tersebut dan penggunaan hasil asesmen untuk penyesuaian pembelajaran maupun layanan belum terdokumentasi secara memadai. Penelitian ini membedakan keragaman program sebagai karakteristik struktural dari integrasi sebagai karakteristik proses serta mengusulkan kerangka heuristik awal yang menghubungkan asesmen, pemilihan layanan, dukungan personal, perkembangan multidomain, koordinasi pengajar, kemitraan orang tua, pemantauan, evaluasi, dan penyesuaian layanan. Validasi lintas kasus dan longitudinal masih diperlukan.
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