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All Journal Al Ishlah Jurnal Pendidikan Al-Fikru: Jurnal Ilmiah
Rosmidar Rosmidar
Universitas Dharmawangsa
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Authoritarian Parenting and Emotional Regulation in Early Childhood: A Theoretical Review across Cultural Contexts Mohammad Firman Maulana; Rosmidar Rosmidar; Sarah Nasution; Riski Ayu Permata
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8096

Abstract

Emotion regulation in early childhood is a foundational competency influencing social, psychological, and academic outcomes. Parenting style, particularly authoritarian parenting characterized by high control and low emotional responsiveness, has been consistently associated with maladaptive emotional development. This study examines how authoritarian parenting shapes children’s emotion regulation across cultural contexts. This study employed a qualitative library research design, synthesizing 72 peer-reviewed sources published between 2000 and 2024. Using thematic analysis, the review was guided by Erikson’s psychosocial development theory, Gross’s process model of emotion regulation, and Baumrind’s parenting typology to identify key developmental mechanisms. Findings indicate that authoritarian parenting negatively affects children’s emotional development by limiting emotional awareness, expression, and regulatory flexibility. Children exposed to rigid and emotionally dismissive environments tend to rely on maladaptive strategies such as emotional suppression and avoidance, while demonstrating reduced use of cognitive reappraisal. These patterns are associated with increased risks of anxiety, aggression, and emotional dysregulation. Neurodevelopmental evidence further suggests heightened stress reactivity under such parenting conditions. These effects are particularly pronounced in collectivist cultures where strict parenting norms are socially reinforced. Authoritarian parenting disrupts key developmental processes related to autonomy, emotional agency, and adaptive regulation strategies. Although culturally normative in some contexts, its long-term implications remain detrimental to emotional competence. The study underscores the importance of promoting emotionally responsive and autonomy-supportive parenting practices, alongside culturally sensitive interventions to enhance early childhood emotional development.
Reconstruction Of Humanistic Education In The Era Of Society 5.0 M. Firman Maulana; Rosmidar Rosmidar; Risky Ayu Permata; Chaliza Anshary
Al-Fikru: Jurnal Ilmiah Vol. 19 No. 2 (2025): Desember (2025)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v19i2.879

Abstract

The era of Society 5.0 has brought fundamental transformations to education through the integration of intelligent technologies oriented toward human well-being. However, in practice, this development also generates serious challenges, particularly the potential dehumanization of education due to the dominance of technology and instrumentalistic approaches to learning. This article aims to examine the urgency and direction of reconstructing humanistic education in responding to the era of Society 5.0 through dialogue and synthesis of humanistic and critical educational thought. This study employs a qualitative–conceptual literature review method, utilizing critical analysis of educational, humanities, and Society 5.0-related literature. The findings indicate that humanistic education plays a strategic role as a value-based foundation in maintaining a balance between technological advancement and the strengthening of human dimensions in education. The reconstruction of humanistic education in the era of Society 5.0 involves reorienting educational goals, transforming the role of educators, developing dialogical and reflective learning processes, and internalizing ethical values, empathy, and social responsibility. This article is expected to provide a conceptual foundation for the development of future educational paradigms that are adaptive to technological change while remaining firmly oriented toward human values.
Co-Authors Chaliza Anshary M. Firman Maulana Mohammad Firman Maulana Riski Ayu Permata Risky Ayu Permata Sarah Nasution