PENATAAN TEMPAT DUDUK TERHADAP KONSENTRASI BELAJAR SISWA KELAS 3 PADA PEMBELAJARAN TEMATIK DI SDI REA-REA KEPULAUAN SELAYAR

Abstract

Seating arrangement is one of the aspects of the classroom's physical environment that influences students' learning concentration, yet its practice in many elementary schools has not been fully adapted to students' learning needs. This study aims to describe the practice of seating arrangements and their effects on the learning concentration of third-grade students in thematic learning at SDI Rea-Rea, Selayar Islands. This study employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation, then analyzed using hybrid inductive-deductive thematic analysis. The results showed that there are eight main factors that cause students' seating locations to affect their concentration: student characteristics and classroom arrangement needs, physical learning environment planning, the underlying considerations for seating placement, learning attention and concentration, the proximity of teacher-student interactions, meaningful learning, students' emotional responses to classroom arrangement changes, and expectations for an ideal classroom arrangement. The findings indicate that seating arrangements that consider student characteristics, physical environment comfort, proximity to the teacher, and social interaction needs can enhance students' learning concentration, engagement, and understanding. This study provides an empirical contribution for elementary school teachers in designing seating arrangements that are more adaptive and conducive to students' learning concentration, particularly in thematic learning.

Penataan tempat duduk merupakan salah satu aspek lingkungan fisik kelas yang berpengaruh terhadap konsentrasi belajar siswa, namun praktiknya di banyak sekolah dasar belum sepenuhnya disesuaikan dengan kebutuhan belajar siswa. Penelitian ini bertujuan untuk mendeskripsikan praktik penataan tempat duduk dan pengaruhnya terhadap konsentrasi belajar siswa kelas III pada pembelajaran tematik di SDI Rea-Rea, Kepulauan Selayar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur dengan guru dan siswa, serta dokumentasi, kemudian dianalisis dengan analisis tematik pendekatan hybrid inductive-deductive. Hasil penelitian menunjukkan bahwa terdapat delapan faktor utama yang menjadi penyebab Lokasi duduk siswa mempengaruhi konsentrasi mereka, yaitu karakteristik siswa dan kebutuhan penataan kelas, perencanaan lingkungan belajar fisik, dasar pertimbangan penempatan tempat duduk, perhatian dan konsentrasi belajar, kedekatan antara interaksi guru dan siswa, pembelajaran bermakna, respons emosional siswa terhadap perubahan penataan kelas, serta harapan terhadap penataan kelas ideal. Temuan menunjukkan bahwa penataan tempat duduk yang mempertimbangkan karakteristik siswa, kenyamanan lingkungan fisik, kedekatan dengan guru, dan kebutuhan interaksi sosial dapat meningkatkan konsentrasi, keterlibatan, dan pemahaman belajar siswa. Penelitian ini memberikan kontribusi empiris bagi guru sekolah dasar dalam merancang penataan tempat duduk yang lebih adaptif dan kondusif bagi konsentrasi belajar siswa, khususnya pada pembelajaran tematik.