Analisis Keterbatasan Sarana Dan Prasarana Terhadap Aktivitas Belajar Anak Usia Dini Di RA Al-Hidayah Jatibanteng Situbondo

Aisyah Imania (Universitas Bakti Indonesia)
Wahyu Setyo Nugroho (Universitas Bakti Indonesia)
Harliana Harliana (Universitas Bakti Indonesia)

Jurnal Teknologi Pembelajaran
Settings Vol. 6 No. 2 (2026): Jurnal Teknologi Pembelajaran

This study aims to: (1) describe the impact of limited facilities and infrastructure on early childhood learning activities at RA Al-Hidayah Jatibanteng Situbondo; and (2) describe the institution's policies in addressing these limitations. This study employed a qualitative approach using a field research design. Data were collected through interviews and documentation. The informants in this study included the head of the RA, teachers, caregivers, administrative staff, and parents of students. The data were analyzed through the stages of data collection, data reduction, data presentation, and conclusion drawing. The findings indicate that the limitations of facilities and infrastructure at RA Al-Hidayah include sanitation facilities and water availability, classroom furniture, Educational Play Equipment (APE), and outdoor play equipment. These limitations affect children's comfort and the development of clean and healthy living habits, the variety of play activities, gross motor activities, children's activeness and enthusiasm, and the implementation of certain learning activities that require specific facilities. In addition, the limited availability of outdoor play equipment causes children to engage more frequently in chasing games, which may increase the risk of falling or colliding with one another. Nevertheless, the learning process continues because teachers make various adjustments by creating simple learning media from recycled materials and utilizing the surrounding environment. The institution's policies to address these limitations include establishing a priority scale, gradually procuring facilities according to the institution's financial capacity, optimizing and maintaining existing facilities, and collaborating with parents, the foundation, and the government. Thus, the limitations of facilities and infrastructure do not halt the learning process, but they result in learning activities that have not yet been implemented optimally in accordance with the ideal needs of early childhood education.