Kewargaan Siapa? Tinjauan Sistematis Tentang Cara Pendidikan Anak Usia Dini Mengonstruksi Anak Sebagai Warga Negara
DOI:
https://doi.org/10.31004/aulad.v10i1.1765Keywords:
children’s citizenship, early childhood education, young citizens, child participation, agencyAbstract
Kewargaan anak usia dini semakin banyak dibahas, tetapi literatur belum sepakat apakah anak diposisikan sebagai warga pada masa kini atau sebagai calon warga. Penelitian ini memetakan cara pendidikan anak usia dini mengonstruksi anak sebagai warga negara serta tantangan penerapannya, menggunakan Systematic Literature Review berpedoman PRISMA 2020. Penelusuran dilakukan pada Scopus untuk artikel terbitan Januari 2017 hingga 16 Agustus 2026. Dari 392 rekaman awal, 56 rekaman digunakan untuk analisis tren dan 23 artikel lolos penilaian teks lengkap untuk analisis isi. Seluruh persentase pada hasil dihitung terhadap 23 artikel tersebut; pengodean konsep kewargaan bersifat tunggal sehingga berjumlah 100%, sedangkan pengodean peran anak dan jenis tantangan bersifat berganda sehingga melebihi 100%. Anak paling sering diposisikan sebagai warga masa kini sekaligus aktor sosial aktif dan sebagai warga global, masing-masing 5 artikel (21,7%). Partisipasi merupakan peran yang paling banyak diberikan, yaitu 12 artikel (52,2%), sedangkan suara anak hanya 3 artikel (13,0%) dan agensi 5 artikel (21,7%). Tantangan yang paling sering dilaporkan adalah keterbatasan suara dan kesempatan anak untuk bertindak sendiri, yaitu 10 artikel (43,5%), diikuti keterbatasan kurikulum, sumber daya, dan dukungan lembaga, yaitu 9 artikel (39,1%). Literatur bergeser dari anak sebagai calon warga menuju warga masa kini, tetapi bentuk kewargaan yang dapat dijalankan anak masih ditentukan orang dewasa. Pendidikan anak usia dini perlu memberi ruang yang lebih bermakna bagi suara, agensi, dan partisipasi anak
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