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All Journal JESS (Journal of Educational Social Studies) Madrosatuna: Journal of Islamic Elementary School PREMIERE : Journal of Islamic Elementary Education Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Indo-MathEdu Intellectuals Journal ABATA : Jurnal Pendidikan Islam Anak Usia Dini TARBIYATUNA : Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Lembaga Pendidikan Islam Open Community Service Journal Alzam : Journal Of Islamic Early Childhood Education Wawasan Belajar Anak Usia Dini Al Hikmah: Indonesian Journal of Early Childhood Islamic Education
Agus Fathoni Prasetyo
IAINU Tuban
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH SOSIAL DAN BUDAYA TERHADAP PEMAHAMAN MASYARAKAT TENTANG PENDIDIKAN ANAK DI DESA KARANG ASEM JENU Agus Fathoni Prasetyo; ummidlaa_salma, Dwi Aminatus Sa'adah
Alzam: Journal of Islamic Early Childhood Education Vol 6 No 1 (2026): Alzam: Journal Of Islamic Early Childhood Education
Publisher : Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/0qg5w057

Abstract

Children’s education constitutes a fundamental pillar in the development of high-quality human capital. This study examines the influence of social and cultural factors on community perceptions of children’s education in Karangasem Village, Jenu District. Employing a quantitative survey design, data were collected from 40 respondents, including adolescents, parents, and educators, through structured questionnaires covering demographic characteristics, family support, cultural values, and educational perceptions. The findings reveal that social factors—particularly family support and community interactions—alongside cultural dimensions such as local traditions and patriarchal norms, significantly shape community understandings of the value of education, especially for girls. Despite an increasing awareness of the importance of formal education, persistent challenges remain, including economic limitations, inadequate educational infrastructure, and deeply rooted traditional beliefs that constrain access to higher education.This study argues that improving educational outcomes in rural contexts requires a multidimensional and context-sensitive approach. It highlights the necessity of collaborative engagement among governmental institutions, civil society organizations, and local communities to address structural and cultural barriers. Strategic interventions—such as expanding educational access, strengthening community awareness, and enhancing parental capacity—are essential to fostering inclusive and sustainable educational development. Ultimately, this study contributes to the sociology of education by demonstrating how social and cultural structures interact in shaping educational aspirations and opportunities in rural communities, while offering practical insights for policy and community-based interventions.
Co-Authors Agustin, Nurhaingtyas Akhmad Aji Pradana Akhmad Zaini Akmal Zuhriyadi, M. Sahid Ana Iftitakhur Rohma Dewi Tsalis Nur Habibati Dinna Shofia Hibrul Umam Hidayati, Kartika Hikmatul Immayanti Ika Cahyani, Putri Irfai Alfian Mubaidilla M. Afif Firdaus Machfud Arif, Much Najmina, Nahwatun Nur Hamidah Nurlaili Dina Hafni Nurul Ngainin Putri, Hilda Qoridatul Mu'awanah Qoridatul Mu'awanah S.Pd. M Kes I Ketut Sudiana . Septia Elly Kumala Asih, Zana Siti Nurjanah Sumarni Sumarni Susi Farida Suyahmo Suyahmo Syura, Irma Eka Umi Rosidah ummidlaa_salma, Dwi Aminatus Sa'adah Umu Da’watul Choiro Yayuk Faul Luthfiya