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All Journal Jurnal Caksana: Pendidikan Anak Usia Dini aladzka
Azim Abdurakhmovich Yuldashev
Chirchik State Pedagogical Institute, Uzbekistan
Education

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The Mediating Role of Parent-Child Attachment in The Relationship between Parenting Stress and Social-Emotional Development among Dual-Career Families in Indonesia Shafa Alistiana Irbathy; Khusnul Amalin; Azim Abdurakhmovich Yuldashev
Jurnal Caksana : Pendidikan Anak Usia Dini Vol 9, No 1 (2026): Jurnal Caksana: Pendidikan Anak Usia Dini
Publisher : Prodi PG-PAUD, FKIP, Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jcpaud.v9i1.2794

Abstract

This study examined the mediating role of parent-child attachment in the relationship between parenting stress and early childhood social-emotional development among dual-career families in Indonesia. The phenomenon of dual-career families has increased rapidly, with more than 70% of Indonesian families having both parents working. Time constraints and job demands often lead to parenting stress, which may compromise the quality of parent-child interaction and attachment. Despite extensive research on these variables separately, limited studies have integrated them into a comprehensive mediation model, particularly in non-Western contexts. This study employed a sequential explanatory mixed-method design. A quantitative survey involved 250 dual-career parents with children aged 3-6 years from SD Muhammadiyah Tonggalan Klaten and SD IT Al Furqoon Klaten, followed by in-depth interviews with 20 participants. Instruments included the Parenting Stress Index (PSI), Attachment Style Questionnaire (ASQ), and Devereux Early Childhood Assessment (DECA). Results showed that 68% of dual-career parents experienced moderate to high parenting stress. Parenting stress was significantly negatively correlated with secure parent-child attachment (r = -0.52, p < 0.01) and children's social-emotional development (r = -0.48, p < 0.01). Mediation analysis revealed that parent-child attachment partially mediated this relationship (indirect effect = -0.23, 95% CI [-0.31, -0.15]), with 46% of the total effect occurring through reduced attachment quality. Qualitative findings supported these results, demonstrating that parental exhaustion led to reduced responsiveness and insecure attachment. These findings contribute to attachment theory by empirically demonstrating the mediation mechanism in a non-Western context. Implications include the need for family-based interventions and family-friendly school policies.
Developing a Religion Tolerance-Based Character Education Framework for Elementary School Students Shafa Alistiana Irbathy; Moh. Amiril Mukminin; Azim Abdurakhmovich Yuldashev; Tri Wahyudi Ramdhan
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i1.14540

Abstract

Character education plays a crucial role in shaping students' moral values, especially in multicultural societies where religious tolerance is essential for social harmony. However, fostering religious tolerance in primary schools remains challenging due to limited structured character education programs. This study aims to explore the implementation of religious tolerance-based character education in elementary schools and identify effective strategies for its reinforcement. This study employs a qualitative descriptive approach, with data collected through observations, interviews, and document analysis at an elementary school with a diverse religious background. The data were analyzed using data reduction, display, and conclusion-drawing techniques to understand the phenomenon comprehensively. The findings indicate that strengthening religious tolerance-based character education is implemented through routine activities, spontaneous interventions, teacher role modeling, and environmental conditioning. Routine activities such as daily handshakes, prayers, English Day, literacy sessions, and religious holiday celebrations foster an inclusive school culture. Teachers play a pivotal role in promoting tolerance through direct interventions and exemplary behavior, while the school environment reinforces tolerance through posters, study group arrangements, and discussion-based learning. This study concludes that integrating religious tolerance into daily school activities and the curriculum effectively instills tolerance values among students. These findings contribute to developing structured programs for character education in primary schools, promoting an inclusive and respectful learning environment.
Co-Authors Khusnul Amalin Moh. Amiril Mukminin Shafa Alistiana Irbathy Shafa Alistiana Irbathy Tri Wahyudi Ramdhan