Dinamika Psikologis Anak Usia Dasar : Keterkaitan Motivasi, Disiplin, dan Lingkungan Fisik Kelas di MI
DOI:
https://doi.org/10.30651/jses.v5i1.31147Kata Kunci:
motivasi intrinsik, disiplin, kemandirian belajar, ekologi kelas, lingkungan fisik, madrasah, pendidikan dasarAbstrak
Penelitian ini bertujuan untuk menganalisis secara konseptual hubungan antara motivasi intrinsik dan disiplin dalam membentuk kemandirian belajar anak usia sekolah dasar di Madrasah Ibtidaiyah Negeri, serta meneliti penataan lingkungan fisik kelas yang inspiratif untuk merangsang motivasi dan keteraturan perilaku. Studi literatur kualitatif ini menelusuri berbagai sumber ilmiah yang membahas psikologi motivasi, pembentukan disiplin, dan pengaruh lingkungan fisik terhadap perilaku belajar anak. Data dianalisis menggunakan metode analisis isi dengan mengacu pada pemikiran para ahli pendidikan dan psikologi. Hasil penelitian menunjukkan bahwa motivasi intrinsik yang berakar pada rasa ingin tahu alami anak menjadi energi penggerak yang paling kuat dan tahan lama untuk belajar. Ketika kebutuhan psikologis akan otonomi, kompetensi, dan keterkaitan terpenuhi di madrasah, anak-anak mengembangkan kecintaan belajar yang mendorong ketekunan. Ketekunan ini secara bertahap membentuk kebiasaan teratur yang merupakan inti dari disiplin diri. Di sisi lain, lingkungan fisik kelas termasuk pencahayaan, warna dinding, pengaturan tempat duduk, tampilan karya, pojok baca, tanaman, kebersihan, dan akustik secara kolektif membentuk ekosistem yang mendukung motivasi belajar dan mengajarkan nilai-nilai keteraturan secara nonverbal. Sinergi antara pemenuhan kebutuhan psikologis dan lingkungan fisik yang inspiratif menciptakan kondisi optimal untuk pengembangan kemandirian belajar pada siswa MIN. Studi ini menyiratkan perlunya pergeseran paradigma dalam pengembangan disiplin ilmu menuju pendekatan humanistik dan perhatian serius terhadap pengaturan ekologis kelas.
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