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Fitri Meliani
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Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak
Published by Universitas Islam Bunga Bangsa Cirebon
ISSN : -     EISSN : 27466779     DOI : 10.47453
Core Subject : Education,
Education
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak is peer-reviewer journal tha focuses on the issue of Islamic Early Childhood Education. Investigated the dynamics of learning of children at the Early Childhood Education (TK, RA, KB, SPS). Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak is a periodically scientific journal published by the department of Islamic Education for Early Childhood the Faculty of Tarbiyah Institut Agama Islam (IAI) Bunga Bangsa Cirebon. Publishing two times a year, every February and August and already have a registration.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 141 Documents
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Structured Parenting and Child Independence in Autism: A Socioeconomic Comparison Irawati, Sutiyah Nova; Supriyono, Supriyono; Redjeki, Endang Sri; Zulkarnain, Zulkarnain
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

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Abstract

The presence of a neurodevelopmental disorder characterized by persistent social-communicative impairments and restricted behavioural patterns significantly disrupts family organizational structures and established daily routines. Families navigating the care of a child with such a diagnosis encounter multifaceted challenges, including considerable time commitments necessitated by engagement in intensive therapeutic modalities and substantial financial burdens. Furthermore, caregivers must maintain considerable scheduling adaptability to address the individualized behavioural profiles and developmental requirements of their diagnosed offspring. This investigation employed a qualitative phenomenological methodology encompassing structured observation protocols, semi-structured interviewing procedures, and documentary analysis. The final sample encompassed 12 dyadic parent-child units from heterogeneous socioeconomic backgrounds, spanning upper to middle-class socioeconomic classifications. The findings reveal that upper-middle-class families tend to implement structured and consistent parenting strategies, including the use of visual schedules, family-based monitoring systems, and regular progress evaluations, which support the development of children’s independence. In contrast, lower-middle-class families often rely on adaptive and improvised strategies due to financial constraints and work-related fatigue, resulting in less consistent intervention practices. The study also found that while higher socioeconomic status is associated with more structured parenting approaches, it is also linked to higher levels of parental stress due to increased expectations and involvement in intensive interventions.

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