PERAN ORANG TUA DAN MASYARAKAT DALAM PEMBELAJARAN GARDENING DI SATUAN PAUD: SYSTEMATIC LITERATURE REVIEW

Abstract

Early Childhood Education (ECE) requires contextual learning approaches, one of which is gardening activities. However, program success is often hindered by limited parental and community involvement. This study aims to synthesize findings on the roles of parents and communities in gardening-based learning in ECE and identify supporting and inhibiting factors. Using the PRISMA protocol for Systematic Literature Review (SLR), 9 peer-reviewed articles from Sinta, Scopus, and Google Scholar (2015–2025) were analyzed. Synthesis results show that parents act as a bridge between school and home by extending planting activities and providing direct support. Communities contribute through provision of land, tools, and joint gardening activities. Key supporting factors include project-based learning methods, availability of facilities, and collaboration among school, family, and community. Inhibiting factors include time and cost constraints, as well as children’s low interest in outdoor activities. These findings conclude that successful gardening in ECE depends on consistent collaboration among schools, families, and communities to create a sustainable learning environment supporting children’s holistic development.