- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Iklim Sekolah dan Pola Asuh dalam Takaran Kesiapan Sekolah Murid PAUD Nasional Plus
DOI:
https://doi.org/10.31004/obsesi.v8i3.5768Keywords:
Iklim sekolah, kesiapan sekolah, pendidikan anak usia dini nasional plus, pola asuh, transisi PAUD-SDAbstract
Sebagai upaya menyukseskan gerakan transisi PAUD-SD, penelitian  ini dilakukan untuk menguji peran iklim sekolah dan pola asuh orang tua dalam memprediksi kesiapan sekolah antar variabel bebas maupun secara bersamaan. Subjek penelitian ini adalah seratus murid PAUD nasional plus usia 5,5-6,5 tahun. Penelitian ini merupakan penelitian kuantitatif. Teknik pengambilan data menggunakan alat tes psikologi Nijmeegse Schoolbekwaamheids Test (NST) untuk mengukur kesiapan sekolah anak, dan menggunakan kuesioner dengan skala Likert yang disebarkan pada orang tua anak tersebut untuk mengetahui persepsi mereka terhadap iklim sekolah dan kecenderungan pola asuh. Data diuji menggunakan analisis regresi logistik melalui SPSS. Hasil penelitian menunjukkan bahwa iklim sekolah berperan positif dalam memprediksi kesiapan sekolah. Pola asuh autoritatif berperan positif dalam memprediksi kesiapan sekolah lebih besar dibanding gaya permisif, sementara gaya otoriter tidak berperan positif. Iklim sekolah dan pola asuh orang tua secara bersama-sama berperan positif dalam memprediksi kesiapan sekolah.
Downloads
Download data is not yet available.
References
Astuti, Waluya, S. B., & Asikin, M. (2019). Strategi pembelajaran dalam menghadapi tantangan era revolusi industri 4.0. Seminar Nasional Pascasarjana 2019.
Baker, D. & Taylor. 2014. The effect of culture on learning science in non-western countries: the result of an integrated research review. Intenational Journal of Science Education, (16), 1- 16 doi:10.1080/0950069950170602
Baharun, H., & Finori, F. D. (2019). Smart techno parenting: alternatif pendidikan anak pada era teknologi digital. Jurnal Tatsqif, 17(1), 52–69. https://doi.org/10.20414/jtq.v17i1.625
Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 22(2), 345–347. doi: 10.2307/1126611
Backe, S. (2015). School readiness in an early childhood population. 125.
Beth E. Schueler, L. C. (2013). Measuring parent perceptions of school climate. Psychological Assessment, 1-19. doi:10.1037/a0034830
Bibi, F., Chaudhry, A. G., Awan, E. A., & Tariq, B. (2013). Contribution of parenting style in life domain of children. IOSR Journal of humanities and social science (IOSR-JHSS), 12(2), 91-95. doi:10.9790/0837-1229195
Caprara, G.V., Scabini, E., Regalia, C. (2006). The impact of perceived family efficacy beliefs on adolescent development. Connecticut: Information Age Publishing, Inc. 3https://doi.org/10.1521/jscp.2006.25.6.60
Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: research, policy, practice, and teacher education. The Teachers College Record, 111, 180 –213. doi:10.1177/016146810911100108
Cowan, P. A., & Cowan, C. P. (2014). The role of parents in children’s school transition. 6. Retrieved from https://www.child-encyclopedia.com/pdf/expert/parenting-skills/according-experts/role-parents-childrens-school-transition
Creemers & Kyriakides. (2008). The dynamics of educational effectiveness. USA: Routledge. doi:10.4324/9780203939185
Cutrona, C. E. (1989). Ratings of social support by adolescents and adult informants: Degree of correspondence and prediction of depressive symptoms. Journal of Personality and Social Psychology, 57(4), 723–730. https://doi.org/10.1037/0022-3514.57.4.723
Dadeh, T. H. (2021). Exploring school climate and Indonesian year 8 students’ mathematics learning outcomes: a mixed method study. 361. Retrieved from https://research-information.bris.ac.uk/ws/portalfiles/portal/271344572/Final_Copy_2021_03_23_Dadeh_T_PhD_Redacted.pdfhttps://research-information.bris.ac.uk/ws/portalfiles/portal/271344572/Final_Copy_2021_03_23_Dadeh_T_PhD_Redacted.pdf
Damayanti, Kusuma, A., & Rachmawati. (2016). Kesiapan anak masuk sekolah dasar ditinjau dari dukungan orang tua dan motivasi belajar. Jurnal Psikovidya. doi:10.37303/psikovidya.v23i1.130
Dolan, P., Canavan, J., & Pinkerton, J. (2006). Family support as reflective practice. London: Jessica Kingsley Publishers.
Edwards, C. P., Sheridan, S. M., & Knoche, L. L. (2010). Parent–child relationships in early learning. In International Encyclopedia of Education (pp. 438–443). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00528-5
Franko, M. D., & Zhang, D. (2021). Aligning preschool and kindergarten classroom learning experiences: effects on children's school readiness. Supporting children’s well-being during early childhood transition to school. Pennsylvania, USA: IGI Global, pp. 60-83.
Goddard, Angela Lindsey, Mean Patterson. 2000. Language and gender. London and New York: Routledge.
Harvard Family Research Project. (2006). Retrieved from http://www.hfrp.org/http://www.hfrp.org/
Ilga Maria, R. N. (2019). Generasi alpha – tumbuh dengan gadget dalam genggaman. Jurnal Educhild, 65-70.
Jaramillo, A., & Tietjen, K. (2001). Early childhood development in Africa: can we do more or less? Africa region human development working paper series. The World Bank: Washington, D.C.
Kagan, S. L. (1990). Readiness 2000: Rethinking rhetoric and responsibility. The Phi Delta Kappan, 72(4), 272-279.
Kagan, S. L., Moore, E., & Bredekamp, S. (1995). Reconsidering children’s early learning and development: toward shared beliefs and vocabulary. Washington, DC: National Education Goals Panel.
Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: multilevel modeling with student and teacher data. Frontiers in Psychology, 8, 1–21. https://doi.org/10.3389/fpsyg.2017.02069
Monks, Rost, & Coffie. (1968). Manual nijmeegse schoolbekwaamheids test.
Muhammad Hasbi, L. R. (2020). Anakku siap sekolah pedoman dan stimulasi. (p. 24). Jakarta: Kementerian Pendidikan dan Kebudayaan.
Papalia, D.E., Old, S.W., dan Feldman, R.D. 2008. Human development (psikologi perkembangan). Jakarta: Kencana.
Pianta, R. C., & McCoy, S. (1997). The first day of school: the predictive validity of early school screening. Journal of Applied Developmental Psychology, 18(1), 1-22. https://doi.org/10.1016/S0193-3973(97)90011-3https://doi.org/10.1016/S0193-3973(97)90011-3
Pratiwi, W. (2018). Kesiapan anak usia dini memasuki sekolah dasar. 6, 13.
Rahmat, S. T. (2018). Pola asuh yang efektif untuk mendidik anak di era digital. 10, 19.
Roini, S. (2018). Peran pola asuh orang tua terhadap pembentukan karakter pada anak. Jurnal Pendidikan Luar Sekolah, 12(1), 21-32. https://doi.org/10.32832/jpls.v12i1.2906https://doi.org/10.32832/jpls.v12i1.2906
Rouse, C., Brooks-Gunn, J., & McLanahan, S. (2005). Introducing the issue. Future of children, 15, 5-13. https://doi.org/10.1353/foc.2005.0010https://doi.org/10.1353/foc.2005.0010
Septiani, D. R., & Yusuf, M. (2019). The correlation between parenting styles and school readiness for children with hearing impairment. Journal of ICSAR, 3(1), 28–31. https://doi.org/10.17977/um005v3i12019p028
Thompson, G. H., & Galindo, C. (2017). School–family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69(2), 248–265. https://doi.org/10.1080/00131911.2016.1207613https://doi.org/10.1080/00131911.2016.1207613
Unicef. (2012). School readiness: a conceptual framework. Diakses dari https://www.unicef.org/earlychildhood/files/Child2Child_ConceptualFramework_FINAL(1).pdf
Urbina Garcia, M.A. (2014). The transition from preschool to first-grade primary school in Mexico: The perceptions of teachers, headteachers and parents (Doctoral dissertation). The University of York. https://core.ac.uk/download/pdf/30267925.pdf.https://core.ac.uk/download/pdf/30267925.pdf.
Wang, M., Degol, J., & Ye, F. (2015). Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers. Frontiers In Psychology, 6, 36. https://doi.org/10.1037/a0027247
Welsh, J. A., Bierman, K. L., Nix, R. L., & Heinrichs, B. N. (2020). Sustained effects of a school readiness intervention: 5 th -grade outcomes of the head start redi program. Early Childhood Research Quarterly, 53, 151-160. cresq.2020.03.009.https://doi.org/10.1016/j.e
Yong, N. H. (2022). Factors influencing school readiness and behavioral problems of elementary students. 41(1), 12.
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2011). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139–152. https://doi.org/10.1177/0734282909344205
Downloads
Published
02-08-2024
Check Article Index
How to Cite
Mawarsari, R. I., Dadeh, T. H., & Wulandari, L. H. (2024). Iklim Sekolah dan Pola Asuh dalam Takaran Kesiapan Sekolah Murid PAUD Nasional Plus. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(3), 581–593. https://doi.org/10.31004/obsesi.v8i3.5768
Issue
Section
Articles
