Pola Rentang Perhatian Anak Usia 4–5 Tahun dalam Pembelajaran Berbasis Sentra: Studi Kasus di TK Alam Yaa Bunayya

Abstract

Attention span is a fundamental aspect of early childhood cognitive development, as it influences children's ability to participate in learning activities, follow instructions, and complete assigned tasks. This study aims to analyze the attention span patterns of children aged 4–5 years in center-based learning at TK Alam Yaa Bunayya, identify the factors influencing fluctuations in their attention, and explore the implications for instructional practices. This research employed a qualitative approach using a case study design. The participants consisted of three children aged 4–5 years who were selected through purposive sampling. Data were collected through classroom observations, interviews with teachers and parents, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing and verification. The findings revealed that each child demonstrated a distinct attention span pattern across different learning centers. The nature center and art center generated longer attention spans than the preparation and Islamic values/literacy centers because they provided more concrete, exploratory, and hands-on learning experiences. Variations in attention span were influenced by four major factors: children's interest in the activity, the learning environment, self-regulation, and the support strategies employed by teachers and parents. The study concludes that children's attention span is a dynamic and contextual phenomenon shaped by the interaction between individual characteristics and the design of center-based learning activities. These findings contribute to the development of more adaptive and child-centered instructional strategies that accommodate individual differences in attention during early childhood education.