Strategies for Enhancing Engagement and Self-Confidence of Introverted Early Childhood in Kindergarten - Puji Safitri, Siti Fatma Indah; Wahyuni, Marlina Dwi; Choiroh , Muhimatul (AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 2025)
Penelitian ini bertujuan untuk mengidentifikasi kesulitan yang dihadapi anak introvert dalam pembelajaran dan bermain serta mengeksplorasi strategi pembelajaran inklusif yang sesuai dengan karakteristik anak usia dini. Metode yang digunakan adalah pendekatan kualitatif dengan teknik observasi, wawancara mendalam, dan dokumentasi. Analisis data dilakukan menggunakan model Miles dan Huberman, yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa anak introvert mengalami kesulitan dalam berkomunikasi, berpartisipasi dalam kerja kelompok, belajar dan bermain di lingkungan yang banyak anak-anak. Akan tetapi, penerapan strategi yang lebih fleksibel seperti diskusi kelompok kecil, penilaian berbasis proyek, serta pemanfaatan media digital, mampu meningkatkan partisipasi dan kenyamanan anak introvert dalam belajar dan bermain. Penelitian ini menegaskan pentingnya peran guru dalam menerapkan strategi pembelajaran yang inklusif pada anak usia dini. Pendekatan inklusif yang adaptif tidak hanya mendukung aspek perkembangan anak usia dini, melainkan juga mendorong kepercayaan diri dan kemampuan sosial anak usia dini yang introvert. This research aims to identify the difficulties faced by introverted children in learning and playing, as well as to explore inclusive learning strategies that are suitable for the characteristics of early childhood. The method used is a qualitative approach with techniques of observation, in-depth interviews, and documentation. Data analysis is conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study show that introverted children experience difficulties in communication, participating in group work, learning, and playing in environments with many children. However, the application of more flexible strategies such as small group discussions, project-based assessments, and the use of digital media can enhance the participation and comfort of introverted children in learning and playing. This research emphasizes the important role of teachers in implementing inclusive teaching strategies for early childhood. An adaptive inclusive approach not only supports the developmental aspects of early childhood but also encourages the self-confidence and social skills of introverted early childhood.