THE USE AND UTILIZATION OF SPACE ON THE LEARNING ENVIRONMENT OF EARLY CHILDHOOD EDUCATION

• Main Author: Ariani Pratiwi S Ds, Dyah
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/43554
• Institution: Institut Teknologi Bandung

The period of preschool children, 2 - 6 years, already able to respond to all stimuli provided by the environment so that typical behavioral patterns can be formed when participating in learning activities at school. Classrooms as a learning environment when in a room that is not specifically prepared as a classroom, resulting in awkwardness in using space because it is not appropriate for the purpose of its activities. As a result, the phenomenon of sharing space with other functions are formed. The condition of sharing space with other functions affects the user's ability to present the readiness of physical environment of the classroom in order to realize an optimal learning environment. So this study intends to find out and identify the space, especially classrooms, which are formed in the setting of a school learning environment that is not appropriate for the purpose of teaching and learning activities for preschoolers. The research method used is qualitative with a comparative descriptive approach to the three case studies that are the focus of research, namely TKQ Ulul Ilmi, Pos PAUD Kasih Ibu, and An - Nur Kindergarten. The research design category used is Action Research. Based on the elements of interior space, observations are made by analyzing behavior patterns and physical environment settings, associated with the development and learning methods of preschool children. The main issue of observation in physical environment settings using the approach that described by Francis D. K. Ching to examine the elements of interior space clearly and easily understood. Therefore, observation in physical environment settings of classroom is limited to 3 elements that form space (floors, walls, ceilings), 2 elements that make up the circulation (windows, doors), the layout of space, and composition of furniture. At the same time, a way to identify user behavior while in the classroom and show its relation to a specific interior space design elements, it is described in sketches or diagrams based on the behavior mapping method. This research shows that the efforts of spatial adjustments occur due to the conditions of use and utilization of a space in public buildings that are not designated as classrooms, thus forming a spatial modification phenomenon and affordance related to the following two conditions : 1) a wide and elongated classroom setting results in the activity being free, but because it has a classroom v atmosphere that has not been suitable for it, then the pattern of behavior formed to be less varied, 2) The setting of a classroom that does not broadly cause activity in it is also limited, but because it has a more suitable classroom atmosphere, then the pattern of the formed behavior can be very varied Thus it can be concluded that the setting of the existing physical environment of the classroom does not have a significant impact on behavioral pattern formation. However, as a spatial effort, the accuracy in modifying the classroom atmosphere by providing completeness of attributes and learning facilities is very influential in the behavior patterns that can harvest and maintain learning tastes and the student thinking process. To create a student-centered learning environment, the atmosphere of the classroom setting becomes a very important stage. So, the knowledge produced through this research is expected to provide scientific insight and solutions in the form of design recommendation in a more appropriate so as to support user behaviour.