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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Aulad : Journal on Early Childhood Seling: Journal of PGRA Study Program EDUTEC : Journal of Education And Technology Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini KIDDO: Jurnal pendidikan Islam Anak Usia Dini JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) Journal of Early Childhood Education ABATA : Jurnal Pendidikan Islam Anak Usia Dini Jurnal ADAM : Jurnal Pengabdian Masyarakat Journal of Islamic Education for Early Childhood Indonesian Journal of Early Childhood Educational Research Jurnal Pengabdian Kepada Masyarakat Al-Amin Journal of Childhood Education, Development and Parenting Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Jurnal Pendidikan Anak Usia Dini Al-Amin
Mushab Al Umairi
Universitas Muhammadiyah Gresik
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Strategi Orang Tua Mengatasi Tantrum Belajar Anak Usia 5 Tahun Faiqoh, Elok; Lilawati, Rr. Agustien; Al umairi, Mushab
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7559

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana strategi orang tua dalam mengatasi tantrum belajar anak usia 5 tahun. Tantrum belajar merupakan suatu ekspresi emosi anak ketika menghadapi kesulitan atau penolakan terhadap kegiatan belajar, yang ditandai dengan menangis, merengek dan perilaku agresif lainnya. Penitian ini menggunakan pendekatan kualitatif jenis studi kasus. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Dengan jumlah informan 2 orang. Hasil penelitian menunjukkan bahwa strategi orang tua dalam mengatasi tantrum belajar meliputi memberikan jeda waktu ketika anak mengalami tantrum, memberikan kesempatan kepada anak untuk mengambil inisiatif, menunjukkan ekspresi emosi secara wajar, memberikan penjelasan dan motivasi setelah anak mulai tenang, serta menanggapi anak dengan ketegasan. Bentuk tantrum yang paling sering muncul adalah menangis dan merengek, sementara penyebab yang biasanya terjadi berasal dari kesulitan memahami pelajaran dan kondisi yang kelelahan setelah banyak beraktivitas. Pembahasan menunjukkan bahwa strategi yang digunakan oleh orang tua sejalan dengan pola pengasuhan demokratis yang menekankan keseimbangan antara ketegasan dan responsivitas, serta mendukung perkembangan regulasi emosi anak. Maka dari itu, strategi orang tua bukan hanya berperan dalam mengurangi tantrum belajar, tetapi juga dalam membentuk kemandirian dan motivasi belajar anak sejak dini.
The Implementation of Working Parents' Parenting Patterns in Fostering Independence in Four-Year-Old Children Denisa, Ayu; Fatmawati, Fitri Ayu; Umairi, Mushab Al
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15956

Abstract

Early childhood is a golden age during which brain development progresses rapidly, making appropriate parenting patterns essential for fostering independence from an early age. This study aims to identify the forms of parenting and daily habituation implemented by working parents in developing children’s independence, as well as to explore the challenges encountered in this process. The research employed a descriptive qualitative approach with a case study design, involving a four-year-old girl and one parent as respondents. Data were collected through interviews, observations, and documentation. The findings show that working parents are still able to nurture their child’s independence through consistent application of democratic parenting. Parents provided opportunities for the child to make simple decisions, complete tasks independently, and participate in age-appropriate household activities. Habituation practices such as tidying up belongings, choosing toys, and helping with small household chores were found to strengthen the child’s sense of responsibility and self-regulation skills. In addition, warm communication, positive role modeling, and clear boundaries helped the child understand rules without experiencing pressure. Challenges mainly stemmed from the parents’ limited time due to work commitments; however, these obstacles were addressed through effective time management and prioritizing quality interactions. These findings reinforce that democratic parenting is effective in fostering children’s independence, even among parents with demanding work schedules.  
Analysis of Early Childhood Social-Emotional Development Using the EMC2 Approach in Early Childhood Education Institutions Al Umairi, Mushab; Nurkhasyanah, Alfiyanti; Masae, Abdul Razak
Aulad: Journal on Early Childhood Vol. 9 No. 1 (2026): January-April 2026 in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i1.1600

Abstract

Children's inability to manage their social and emotional well-being requires strategic intervention through adult support. This study aims to analyze the social and emotional development of early childhood through the implementation of the EMC2 approach in the PAUD environment. This study employed a field research design with a qualitative descriptive approach. Data were collected through observation, interviews, and documentation. Data analysis was conducted narratively to describe the opinions, actions, and phenomena observed during the study. Theoretically, this study confirms that the EMC2 approach is effective in mapping and stimulating children's emotional intelligence in formal settings. Practically, the high percentage of students in the "Developing" category (74% cumulative BSH and BSB) indicates that integrating teachers' understanding of children's developmental stages and structured adult support can minimize social-emotional barriers. These results imply the importance of standardizing teacher competencies in emotional literacy to ensure that the remaining percentage of "Undeveloped" children can be accommodated through more personalized interventions.
Co-Authors Adelia Miranti Sidiq Agustien Lilawati Aim Abdul Karim Aim Amalia, Dwi Risky Amalia, Dwi Rizky Aura Ayu Devani Denisa, Ayu Elok Faiqoh Fatmawati, Fitri Ayu Fida Atiyah Fitri Ayu Fatmawati Hasanah, Nur Lu’luul Ifadah, Ayunda Sayyidatul LAILATUL MAGHFIROH Lailin, Nur Lillawati, Agustine Masae, Abdul Razak Naimah Naimah Nur Lu’luul Hasanah Nurkhasyanah, Alfiyanti Nurkhikmah, Fitri Nuzulliya, Tanaya Zahrani Putri Sukma Nabila Rahma, Nadiela Three. A. Salsabillah, Nur Izzah Sidiq, Adelia Miranti Suyadi, Suyadi Unzillatur Rochma Irfah Zaidah