Desain Interior Sekolah KB/TK Al-Iman Dengan Implementasi ”Living, Loving, Learning” Untuk Optimalisasi Tumbuh Kembang Anak

Sekolah Pendidikan Anak Usia Dini merupakan salah satu lembaga pendidikan formal yang diharapkan dapat memberikan pengetahuan, kecakapan, keterampilan, dan sikap-sikap dasar yang diperlukan anak untuk pembentukan dan pengembangan pribadi yang utuh. PAUD juga merupakan rumah kedua anak dan memiliki tugas menciptakan lingkungan yang baik untuk mereka beraktivitas. Proses tumbuh kembang anak akan sangat bergantung kepada bagaimana lingkungan mereka. Melalui design thinking dan mixed method dalam pengumpulan data kualitatif dan kuantitatif, didapatkan hasil analisis yang mendalam dari wawancara dengan guru, survei dengan orang tua, dan observasi perilaku anak. Di KB/TK Al-Iman terdapat keadaan pada interiornya yang perlu disolusikan: ruangan aula dan panggung yang belum difungsikan, konfigurasi furnitur yang menghambat pergerakan guru dengan anak, storage yang belum terkategori, dan keamanan – kenyamanan yang belum optimal terhadap ergonomi anak. Lingkungan sekolah PAUD baiknya dapat memberikan interaksi yang alamiah terhadap anak, sehingga dapat memunculkan potensi anak secara maksimal. Dengan begitu, perlu adanya penyesuaian terhadap desain interior KB/TK Al-Iman dari aspek kebutuhan dan perilaku anak. Problem yang didapat akan disolusikan dengan berpedoman kepada psikologi lingkungan yang memiliki 3 pondasi utama tumbuh kembang anak. Kebutuhan dasar tumbuh kembang anak menurut Dr. Nia Kania dapat diklasifikasian menjadi tiga: Asuh, Asih, dan Asah. Ketiga kebutuhan dasar ini yang selanjutnya dapat diterjemahkan menjadi perancangan desain interior KB/TK Al-Iman dari elemen-elemen interior di dalamnya. Konsep Asuh, Asih, dan Asah selanjutnya direalisasikan menjadi Living, Loving, Learning. Living direalisasikan dari desain storage dan furnitur yang memfasilitasi kebutuhan biomedis anak, Loving dicapai dari suasana interior yang mengasihi dan menyenangkan, Learning dicapai dari keterlibatan interior sebagai sarana belajar anak melalui stimuli sensorik-motorik. Living, Loving, dan Learning diharapkan dapat merangkul anak dalam beraktivitas selama di sekolah dan memenuhi tumbuh kembang mereka secara optimal. ================================================================================================================================= Early Childhood Education School is a formal educational institution that is expected to be able to provide basic knowledge, skills, and attitudes needed by children for the formation and development of a complete personality. Kindergarten school is also the second home for children and has tasks of creating a good environment for them to be active. The process of child growth and development will depend on how their environment is. Through design thinking and mixed methods in collecting qualitative and quantitative data, in-depth analysis results were obtained from interviews with teachers, surveys with parents, and observations of children's behavior. In Al-Iman Kindergarten, there are conditions in the interior that need to be resolved: the stage and hall that have not been used, furniture configurations that obstruct the movement of teachers and children, uncategorized storage, and security – comfort that is not optimal for children's ergonomics. The kindergarten school environment should be able to provide natural interactions with children, so that they can bring out the child's potential to the fullest. That way, it is necessary to make adjustments to the interior design of the Al-Iman Kindergarten from the aspect of the needs and behavior of the child. The problems obtained will be solved by referring to environmental psychology which has 3 main foundations for child development. The basic needs of child development according to Dr. Nia Kania can be classified into three: Asuh, Asih, and Asah. These three basic needs can then be translated into the interior design of Al-Iman Kindergarten from the interior elements in it. The concept of Asuh, Asih, and Asah is then realized to become Living, Loving, Learning. Living is realized from storage and furniture designs that facilitate children's biomedical needs, Loving is achieved from an interior atmosphere that is loving and fun, Learning is achieved from interior involvement as a child's learning tool through sensory-motor stimuli. Living, Loving, and Learning are expected to be able to embrace children in their activities while at school and fulfill their optimal growth and development