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All Journal IRJE (Indonesian Research Journal in Education) JAPI: Jurnal Akses Pengabdian Indonesia
Amanda, Rahma Yulista
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Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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Transformasi Ruang Bermain: Aplikasi Permainan Edukatif Semi-Outdoor bagi Anak Usia Dini Di KB/TK Darussalam P4A Wulandari, Sarah Putri; Annisa, Fairuz; Amanda, Rahma Yulista; Prastuti, Kinanthi Wahyu; Ary, Deasylina Da; Pranoto, Yuli Kurniawati Sugiyo
JAPI (Jurnal Akses Pengabdian Indonesia) Vol 10, No 2 (2025)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/japi.v10i2.7230

Abstract

Pengabdian masyarakat ini bertujuan meningkatkan pengalaman belajar dan bermain anak usia dini kisaran 5-6 tahun di KB/TK Darussalam P4A Semarang yang memiliki keterbatasan ruang. Melalui metode Pendidikan Masyarakat, kami merancang dan mengimplementasikan permainan edukatif "Plastic Rush" dan "Motoric Wall". Uji coba langsung menunjukkan respon positif dari anak-anak dan guru, menegaskan efektivitas permainan sebagai strategi pembelajaran. Kegiatan ini berhasil memberikan pelatihan dan penyuluhan praktis yang meningkatkan kualitas interaksi bermain dan belajar.
Teachers’ beliefs and strategies in facilitating children’s risky play: A systematic literature review Amanda, Rahma Yulista; Waluyo, Edi; Formen, Ali; Ary, Deasylina Da; Pranoto , Yuli Kurniawati Sugiyo
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.49659

Abstract

Risky play poses a dilemma for early childhood educators, raising concerns about children’s safety and institutional accountability. Teachers’ tolerance toward risky play is often influenced by their beliefs, confidence, and pedagogical competence. This study examines teachers’ beliefs and strategies in facilitating risky play through a Systematic Literature Review (SLR) guided by PRISMA procedures. Eleven empirical studies published between 2021 and 2025 were selected from major academic databases. The findings indicate that teachers employ strategies such as creating supportive environments, providing responsive supervision, offering physical and verbal scaffolding, explaining potential risks, and encouraging children’s autonomous exploration. Teachers’ beliefs significantly shape the implementation and sustainability of risky play practices. Educators with strong confidence in the developmental value of controlled risk tend to adopt facilitative roles rather than restrictive ones, enabling children to assess risks, build resilience, collaborate with peers, and develop independence. The review highlights the importance of strengthening teachers’ professional competence and institutional support to optimize meaningful risky play experiences.
Co-Authors Ali Formen Annisa, Fairuz Ary, Deasylina da Edi Waluyo Pranoto , Yuli Kurniawati Sugiyo Prastuti, Kinanthi Wahyu Wulandari, Sarah Putri Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo