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All Journal Journal of Early Childhood Education Asghar: Journal of Children Studies
Khoirotin
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Kolaborasi Edukatif: Strategi Guru Dan Orang Tua Dalam Meningkatkan Kemampuan Berbahasa Anak Usia Dini Khoirotin; Sibawaihi; Sigit Purnama; Melati Puspitajati Adikusuma; Awallia Romadhona; Fitri Junianti
Asghar: Jurnal of Children Studies Vol 5 No 2 (2025): Desember 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/asghar.v5i2.11483

Abstract

Kemampuan berbahasa merupakan aspek penting dalam perkembangan anak usia dini karena mendukung kemampuan berpikir, berinteraksi sosial, dan kesiapan memasuki pendidikan formal. Namun, tidak semua anak memperoleh stimulasi yang cukup, baik di rumah maupun di sekolah. Penelitian ini bertujuan untuk mengkaji bentuk dan strategi kolaborasi edukatif antara guru dan orang tua dalam meningkatkan kemampuan berbahasa anak usia dini. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di TK Al-Hidayah 67 Jember. Teknik pengumpulan data meliputi wawancara mendalam, observasi partisipatif, dan dokumentasi, yang dianalisis secara tematik dengan mengacu pada model Miles dan Huberman. Untuk menjamin keabsahan data, digunakan teknik triangulasi sumber dan teknik, yaitu membandingkan hasil wawancara, observasi, serta bukti dokumentasi perkembangan anak. Hasil penelitian menunjukkan bahwa kolaborasi guru dan orang tua terwujud melalui komunikasi dua arah, keterlibatan dalam kegiatan sekolah, serta penyelarasan strategi pembelajaran di rumah. Strategi guru mencakup metode bercerita, bermain peran, dan diskusi kelompok, sementara orang tua membiasakan berdialog, membacakan cerita, dan mengurangi penggunaan gawai. Anak-anak yang mendapatkan stimulasi berkelanjutan dari kedua lingkungan menunjukkan peningkatan signifikan dalam keberanian berbicara, penguasaan kosakata, dan penyampaian gagasan. Meski demikian, hambatan seperti kesibukan orang tua dan kurangnya pemahaman literasi masih ditemukan. Penelitian ini menyimpulkan bahwa kolaborasi edukatif berperan besar dalam menunjang perkembangan bahasa anak usia dini. Dengan demikian, sinergi antara sekolah dan keluarga dapat menciptakan lingkungan belajar yang konsisten dan mendukung literasi sejak dini.
Beyond Inclusion: Teachers’ Creative Strategies for Building Meaningful Interactions Among Young Children Khoirotin; Bahtiar Arbi; Khamim Zarkasih Putro
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-01

Abstract

Purpose – This study aims to examine the importance of teachers’ creative strategies in fostering inclusive interactions to cultivate a sense of belonging among young children. The study was motivated by the fact that some children still do not feel fully accepted in inclusive classrooms, necessitating an approach that goes beyond merely applying the principles of inclusion namely, through teachers’ creativity in responding to children’s diversity. Design/methods/approach – This study employs a qualitative approach using a case study design conducted at the Srawung Bocah Inclusive Kindergarten in Yogyakarta. Data were collected through observation, in-depth interviews with teachers, and documentation. The researcher served as the primary instrument in observing interactions that occurred naturally. Data analysis was conducted using the Miles and Huberman model, which includes data condensation, data presentation, and drawing conclusions, with validity testing through triangulation techniques. Findings –The results of the study indicate that teachers implement creative strategies through adaptive communication, the use of varied learning media, and a flexible, child-centered learning approach. These strategies foster inclusive interactions characterized by a warm, responsive, and participatory atmosphere. Research implications/limitations – As a result, children demonstrate a sense of belonging through increased self-confidence, emotional comfort, and active engagement in activities. This study is limited to a single location, so its findings cannot yet be widely generalized. Additionally, the qualitative approach emphasizes data depth over breadth. Originality/value – This study contributes to the field of early childhood education by linking teacher creativity and inclusive interactions through the Rhodes 4P framework, and offers practical implications for the development of more inclusive and responsive learning.
Co-Authors Awallia Romadhona Bahtiar Arbi Fitri Junianti Khamim Zarkasih Putro Melati Puspitajati Adikusuma Sibawaihi Sibawaihi Sigit Purnama