Keterkaitan Open Plan Layout dan Falsafah Ruang Jawa pada Desain Interior Kelas PAUD
Kata Kunci:
desain interior, falsafah ruang Jawa, keberlanjutan budaya, open plan layout, pendidikan anak usia diniAbstrak
Latar Belakang: Keterbukaan ruang dalam desain modern merupakan pendekatan yang mendukung fleksibilitas, interaksi sosial, dan efisiensi spasial. Prinsip tersebut memiliki kesesuaian dengan falsafah ruang Jawa yang menekankan nilai keterbukaan, keseimbangan kosmologis antara manusia dan alam, serta harmoni sosial dalam kehidupan bersama. Tujuan: untuk mengkaji keterkaitan antara konsep open plan layout dan falsafah ruang Jawa dalam konteks desain interior pendidikan anak usia dini, dengan studi kasus pada TK Kalyca Montessori School Yogyakarta. Metode: penelitian menggunakan pendekatan kualitatif deskriptif melalui kajian literatur dan analisis kontekstual terhadap penerapan tata ruang terbuka pada ruang belajar anak. Hasil: prinsip keterbukaan dan fleksibilitas dalam open plan layout sejalan dengan karakter ruang pendopo yang inklusif dan tanpa sekat fisik, serta dengan pola zonasi bertingkat dari publik ke privat melalui ruang transisi yang lembut. Penerapan prinsip tersebut berpengaruh positif terhadap proses belajar mengajar anak usia dini, terutama dalam mendorong interaksi sosial, kemandirian, dan eksplorasi ruang secara alami. Selain itu, keseimbangan ruang dan hubungan harmonis dengan lingkungan mendukung terciptanya suasana belajar yang nyaman, adaptif, dan berkelanjutan. Kesimpulan: Integrasi antara nilai-nilai ruang tradisional Jawa dan prinsip desain modern menghasilkan pendekatan interior pendidikan anak usia dini yang kontekstual, inklusif, dan berakar pada kearifan lokal sebagai landasan pembangunan berkelanjutan.
Unduhan
Referensi
Barrett P Zhang Y Moffat J & Kobbacy K (2015). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment. 89(1): 118–133. https://doi.org/10.1016/j.buildenv.2015.02.013
Cutler K (2023). Flexible learning spaces: Designing for early childhood education. Early Years Learning Review. 42(2): 101–115. https://doi.org/10.1080/09575146.2023.0012
Gizzonio V (2021). Natural materials and sensory comfort in children’s learning environments. Journal of Interior Design. 46(3): 55–72. https://doi.org/10.1111/joid.12254
Harvard Project Zero (2022). Learning environments for the future: Reimagining school design for young children. Harvard Graduate School of Education.
Konda A Setiawan T & Malik A (2023). Contextualizing local wisdom in sustainable interior design education. International Journal of Design and Built Environment. 8(1): 34–47. https://doi.org/10.7454/ijdb.v8i1.4012
Lillard A S (2025). Montessori: The science behind the genius (4th ed.). Oxford University Press.
Mealings K Demuth K Buchholz J & Dillon H (2015). Classroom acoustic conditions: Understanding what is suitable through a review of national standards and recommendations. Building Acoustics. 22(1): 1–17. https://doi.org/10.1260/1351-010X.22.1.1
Muryasari D Putra A A & Yusuf A W Z (2023). Perancangan buku pop-up relief fabel Candi Sojiwan sebagai media belajar melukis anak usia dini. Narada: Jurnal Desain & Seni. 10(3): 343–360. https://doi.org/10.2241/narada.2023.v10.i3.006
Pasenidou D Kontodimopoulos N & Sideris K (2024). Biophilic principles in educational space design: A framework for child-centered sustainability. Journal of Environmental Psychology. 93: 102211. https://doi.org/10.1016/j.jenvp.2024.102211
Randolph G Lin T & Liu W (2023). Adaptive interior learning environments: Montessori perspectives in modern education. Journal of Early Childhood Research. 21(4): 312–328. https://doi.org/10.1177/1476718X2310764
Sanches-Ferreira M Lopes S & Alves S (2022). Inclusive design in preschool education: Learning spaces that support every child. International Journal of Early Childhood. 54(1): 99–117. https://doi.org/10.1007/s13158-021-00297-8
Shaari M F Abdullah N & Rahman N (2021). Early childhood learning space design and children’s engagement: A study on open classroom layout. Asian Journal of Environment-Behaviour Studies. 6(18): 13–28. https://doi.org/10.21834/aje-bs.v6i18.3754
Tapia-Fonlem C Corral-Verdugo V Fraijo-Sing B & Garcia F (2024). Traditional spatial wisdom and modern sustainability: Lessons from indigenous architecture. Sustainability. 16(5): 2149. https://doi.org/10.3390/su16052149
UNICEF (2020). Child-friendly learning environments: Principles and practice in early education. United Nations Children’s Fund.
UNICEF (2024). Designing learning spaces for holistic child development. United Nations Children’s Fund.
Utami S Wardhani R & Nugroho Y (2023). The philosophy of space in Javanese architecture: Harmony and spatial hierarchy in traditional dwellings. Journal of Architecture and Environment. 22(2): 155–170. https://doi.org/10.9744/jae.22.2.155
