<![CDATA[Penelitian ini bertujuan untuk mensintesis bukti empiris mengenai pengaruh persepsi attactmenet keluarga terhadap prestasi belajar anak melalui kemampuan problem solving sebagai variable mediasi. Menggunakan desain Systematic Literature Review (SLR) berbasis protocol PRISMA 2020, pencarian literatur dilakukan pada tiga database utama: Google Scholar, ERIC dan Scopus, dengan rentang publikasi tahun 2018-2025. Dari 22.274 artikel yang terindentifikasi, ditetapkan 20 artikel final yang memenuhi seluruh kriteria kelayakan untuk dianalisis menggunakan Teknik Narraatibe Synthesis. Studi yang direview mencakup konteks dari Indonesia, Amerika Serikat, Malaysia, Australia, Belanda dan beberapa negara Asia lainnya. Hasil sintesis secara konsisten menunjukkan bahwa: (1) persepsi attactment keluarga yang positif berpengaruh signifikan terhadap prestasi belajar anak; (2) attactment yang aman berkontribusi terhadap perkembangan kemampuan problem solving; (3) kemampuan problem solving berperan sebagai mediator krusial dalam hubungan antara persepsi attactment keluarga dan prestasi belajar anak. Temuan ini memperkokoh Attactment Theory (Bowlby, 1969) dan Self-Determination Theory (Deci & Ryan, 2000), serta memberikan model teoritis integratif yang relevan bagi pengembangan intervensi berbasis keluarga di konteks Pendidikan Indonesia ABSTRACT This study aims to synthesize empirical evidence regarding the influence of perceptions of family attachment on children’s academic achievement through problem-solving ability as a mediating variable. Using a Systematic Literature Review (SLR) design based on the PRISMA 2020 protocol, a literature search was conducted in three major databases: Google Scholar, ERIC, and Scopus, covering publications from 2018 to 2025. Of the 22,274 articles identified, 20 final articles were selected that met all eligibility criteria for analysis using the Narrative Synthesis technique. The reviewed studies covered contexts from Indonesia, the United States, Malaysia, Australia, the Netherlands, and several other Asian countries. The synthesis results consistently indicate that: (1) positive perceptions of family attachment significantly influence children’s academic achievement; (2) secure attachment contributes to the development of problem-solving skills; (3) problem-solving skills act as a crucial mediator in the relationship between perceptions of family attachment and children’s academic achievement. These findings reinforce Attachment Theory (Bowlby, 1969) and Self-Determination Theory (Deci & Ryan, 2000), and provide a relevant integrative theoretical model for the development of family-based interventions in the context of Indonesian education.]]>
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