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

DOI: https://doi.org/10.33650/trilogi.v6i3.12083

Authors (s)


(1) * Rahma Fitri   (Universitas Islam Mulia Yogyakarta)  
        Indonesia
(2)  Nadea Zulfa Khairunnisa   (Universitas Islam Mulia Yogyakarta)  
        Indonesia
(3)  Reva Aulia   (Universitas Islam Mulia Yogyakarta)  
        Indonesia
(*) Corresponding Author

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.

Keywords

Early Childhood; Psychoeducation; Reading Skills







References


American Academy of Pediatrics. (2014). Literacy Promotion: An Essential Component of Primary Care Pediatric Practice. Pediatrics, 134(2), 404–409. https://doi.org/10.1542/peds.2014-1384

Bukhari, M. I., & Muslim, I. H. (n.d.). Shahih Bukhari dan Muslim (Edisi terjemahan).

Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). National Association for the Education of Young Children (NAEYC).

Donker, M. H., Griffith, A. K., & Grolnick, W. S. (2013). Parenting practices and child literacy development: A longitudinal analysis. Journal of Applied Developmental Psychology, 34(5), 231-238. https://doi.org/10.1016/j.appdev.2013.05.003

Febriani, R. (2020). Dampak Tekanan Akademik Terhadap Minat Baca Anak Usia Dini. Jurnal Psikologi Perkembangan, 9(1), 45–52.

Hasanah, U., & Supriyanto, A. (2022). Efektivitas Pelatihan Psikoedukasi Pengasuhan Terhadap Pengetahuan Orang Tua. Jurnal Psikologi Insight, 24(1), 67–75.

Justice, L. M., Pullen, P. C., & Pence, K. (2005). Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading. Developmental Psychology, 41(5), 872–882. https://doi.org/10.1037/0012-1649.41.5.872

Kraft-Sayre, M., & Pianta, R. C. (2000). Enhancing the transition to kindergarten: Linking children, families, and schools. University of Virginia.

Kurniawati, D., Yulianti, K., & Rizki, A. (2021). Keterlibatan Orang Tua dalam Menyiapkan Keterampilan Literasi Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1560–1570. https://doi.org/10.31004/obsesi.v5i2.918

Lukens, E. P., & McFarlane, W. R. (2004). Psychoeducation as evidence-based practice: Considerations for practice, research, and policy. Brief Treatment and Crisis Intervention, 4(3), 205–225. https://doi.org/10.1093/brief-treatment/mhh019

O'Callaghan, E., McIvor, C., McVeigh, C., & Rushe, T. (2016). Promoting emergent literacy skills in preschool children through a parent training program. Early Child Development and Care, 186(11), 1809–1820. https://doi.org/10.1080/03004430.2015.1137000

Powell, D. R., Son, S. H., File, N., & San Juan, R. R. (2010). Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292. https://doi.org/10.1016/j.jsp.2010.03.002

Safitri, D., & Wahyuni, S. (2021). Pelatihan Literasi Dini Bagi Orang Tua Anak Usia Dini di Yogyakarta. Jurnal Pendidikan Anak, 10(2), 122–131.

Sénéchal, M., & LeFevre, J. A. (2014). Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading. Child Development, 85(4), 1552–1568. https://doi.org/10.1111/cdev.12222

Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. National Academy Press.

Suggate, S. P. (2010). Why what we teach depends on when: Grade and reading intervention modality moderate effect size. Developmental Psychology, 46(6), 1556–1579. https://doi.org/10.1037/a0020612

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872.

Wasik, B. A., & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher and parent interventions. Journal of Educational Psychology, 103(2), 455–469. https://doi.org/10.1037/a0023067

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press.

Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2018). Effects of the Global Early Childhood Development Interventions on Parental Behaviors and Child Outcomes: A Meta-analysis. The Lancet Global Health, 6(1), e36–e47. https://doi.org/10.1016/S2214-109X(17)30403-0

Yuliana, M. (2022). Peran orang tua dalam meningkatkan minat baca anak usia dini. Jurnal Pendidikan Anak Usia Dini, 6(1), 35-


Dimensions, PlumX, and Google Scholar Metrics

10.33650/trilogi.v6i3.12083


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Rahma Fitri

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

This ejournal system and its contents are licensed under

a Creative Commons Attribution-ShareAlike 4.0 International License