Rahma Fitri, Nadea Zulfa Khairunnisa, Reva Aulia

Penguatan Minat Baca Usia Dini: Psikoedukasi Keterampilan Membaca di TK ‘Aisyiyah G, Yogyakarta

Introduction

Penguatan minat baca usia dini: psikoedukasi keterampilan membaca di tk ‘aisyiyah g, yogyakarta. Psikoedukasi efektif tingkatkan pengetahuan & sikap orang tua dalam dukung minat baca usia dini. Atasi tekanan baca prematur, kembangkan literasi anak di TK 'Aisyiyah G, Yogyakarta.

Abstract

This study aimed to examine the effectiveness of psychoeducation in enhancing parents’ understanding and skills in supporting early childhood reading development. The phenomenon underlying this research is the tendency of parents to demand that children be able to read prematurely, without considering the developmental stages of literacy. Such pressure often causes psychological stress for children and may hinder their long-term interest in reading. The participants of this study were parents of students at TK 'Aisyiyah G. The research employed a quasi-experimental method, with the intervention consisting of a psychoeducational program delivered in several sessions covering topics such as understanding early childhood, government policies on early childhood education, children’s psychological development, and strategies to foster reading interest and skills in young children. Data analysis revealed a significant increase in parents’ knowledge and attitudes after the psychoeducation, with the mean score rising from 46.53 (pre-test) to 54.31 (post-test), a difference of 7.78 points, and an effect size of r = 0.80. These findings demonstrate that psychoeducation effectively empowers parents to foster early literacy interest in their children. The study recommends integrating psychoeducational programs into community- and faith-based early childhood education curricula.

Review

This study addresses a highly relevant and critical issue concerning early childhood education: the often-detrimental parental pressure on children to read prematurely. The research effectively highlights the psychological stress such demands can impose on young children, potentially hindering their long-term interest in reading. The use of a quasi-experimental design to evaluate a multi-session psychoeducational program for parents is a commendable approach, providing empirical evidence for its effectiveness. The significant increase in parents' knowledge and attitudes, as indicated by the reported mean score difference and a notably large effect size (r = 0.80), strongly supports the conclusion that psychoeducation is a valuable tool for empowering parents in fostering healthy early literacy development. The intervention's focus on understanding early childhood development and government policies, alongside practical strategies, appears well-conceived. However, the abstract presents several methodological details that would benefit from greater clarity. While a quasi-experimental design is mentioned, the absence of information regarding a control group or the specific sample size limits a full evaluation of the study's internal validity and the generalizability of its findings beyond the single kindergarten in Yogyakarta. Furthermore, the abstract notes an improvement in "parents’ knowledge and attitudes," but lacks details on how these constructs were measured. The reliability and validity of the instruments used to assess these outcomes are crucial for interpreting the reported score changes. More importantly, while enhancing parental understanding and attitudes is a vital intermediary step, the study does not directly measure the impact of this change on children's actual reading interest or a reduction in their psychological stress, which are the ultimate phenomena the research aims to address. Despite these limitations, the paper offers a valuable contribution to the field of early childhood education and parent involvement, particularly within the Indonesian context where such parental pressures are prevalent. The findings underscore the importance of parent education as a component of holistic early literacy initiatives. Future research would benefit significantly from including a control group, reporting sample size, detailing the measurement instruments, and, most importantly, incorporating direct assessments of children's reading interest, engagement, and well-being. Longitudinal studies would also be beneficial to track the sustained impact of such psychoeducational interventions over time. The recommendation to integrate psychoeducational programs into broader early childhood curricula is well-justified and offers a practical pathway for broader implementation of this promising intervention.

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