Parental Secure Attachment and Child Gender on Early Childhood  Social-Emotional Development: A Quantitative Study

Masyitah Masyitah; Noor Baiti; Uswatun Nisa; Mowafg Abrahem Masuwd

doi:10.24260/albanna.v4i2.3469

Masyitah Masyitah Universitas Muhammadiyah Banjarmasin, Indonesia
Noor Baiti Universitas Muhammadiyah Banjarmasin, Indonesia https://orcid.org/0000-0002-0275-9534
Uswatun Nisa Universitas Muhammadiyah Banjarmasin, Indonesia https://orcid.org/0000-0002-8507-613X
Mowafg Abrahem Masuwd University of Zawia, Zawiya City, Libya https://orcid.org/0000-0002-2303-5244

DOI: https://doi.org/10.24260/albanna.v4i2.3469

Keywords: Secure Attachment; Gender; Social-Emotional; Early Childhood

Abstract

Penelitian ini dilatarbelakangi adanya asumsi bahwa anak mempunyai kedekatan dengan orang tua yang berlawanan jenis dan masih rendahnya aspek perkembangan sosial emosional anak seperti kemandirian, kepercayaan diri, dan belum mampu mengungkapkan emosi dengan tepat. Kelekatan aman dan gender merupakan salah satu yang mempengaruhi sosial emosional anak. Penelitian ini bertujuan untuk mengetahui pengaruh secure attachment orang tua dan gender anak terhadap perkembangan sosial emosional anak. Penelitian ini menggunakan pendekatan deskriptif kuantitatif, teknik pengumpulan data melalui kuesioner dan ceklis observasi dijabarkan melalui tabulasi kemudian diolah menggunakan software IBM SPSS23. Hasil penelitian menunjukkan bahwa secara parsial variabel secure attachment orang tua (X₁) berpengaruh terhadap perkembangan sosial emosional anak (Y) dengan nilai t_hitung 11,028 > t_tabel 1,670 dan Sig. sebesar 0,000 < 0,05. Variabel gender anak (X₂) berpengaruh terhadap perkembangan sosial emosional anak (Y) dengan nilai t_hitung 2,907 > t_tabel1,670 dan nilai Sig. sebesar 0,005 < 0,05. Hasil penelitian menunjukkan bahwa secara simultan variabel secure attachment orang tua (X₁) dan gender anak (X₂) berpengaruh positif terhadap perkembangan sosial emosional anak (Y). Hal ini dapat dilihat dengan nilai F_hitungsebesar 61,710 > F_tabel 3,145 dan Sig. sebesar 0,000 < 0,05 dengan pengaruh 66,9% yang termasuk dalam kategori moderat dilihat dari uji koefisien determinasi.

This research is based on the assumption that children have closeness with parents of the opposite sex and still have low aspects of children’s social-emotional development, such as independence and self-confidence, and are not able to express emotions properly. Secure attachment and gender are two of the things that affect children’s social and emotional health. This study aims to determine the influence of the secure attachment of parents and the gender of children on children’s social-emotional development. This study uses a quantitative descriptive approach; data collection techniques through questionnaires and observation checklists are described through tabulation and then processed using IBM SPSS 23 software. The results showed that, partially, the parental secure attachment variable (X1) had an effect on the social-emotional development of children (Y), with a t_cal value of 11.028 > t_table 1.670 and a sig. of 0.000 < 0.05. The child gender variable (X2) had an effect on the social-emotional development of children (Y), with a t_cal value of 2.907 > t_table 1.670 and a Sig. value of 0.005 < 0.05. The results of the study showed that simultaneously, the variables of parental secure attachment (X1) and child gender (X2) had a positive effect on the socio-emotional development of children (Y). This can be seen with an F_cal value of 61.710 > F_table 3.145 and a sig. of 0.000 < 0.05 with an influence of 66.9%, which is included in the moderate category as seen from the determination coefficient test.

References

Al-Yagon, M. (2011). Adolescents’ Subtypes of Attachment Aecurity With Fathers and Mothers and Self-Perceptions of Socioemotional Adjustment. Psychology, 2(4), 291.

Armita, P., Hajazi, Mohd. Z., & Zaitun, Z. (2024). Methods of Memorizing the Qur’an for Early Childhood: Analysis of Direct Method, Affection, and Repetition as Parents’ Strategies. AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 4(1), 13–30. https://doi.org/10.24260/albanna.v4i1.1919

Bai, Y., Ladd, H. F., Muschkin, C. G., & Dodge, K. A. (2020). Long-term effects of early childhood programs through eighth grade: Do the effects fade out or grow? Children and Youth Services Review, 112, 104890. https://doi.org/10.1016/j.childyouth.2020.104890

Baiti, N. (2020). Pengaruh Pendidikan, Pekerjaan Dan Pola Asuh Orang Tua Terhadap Kemandirian Anak. JEA (Jurnal Edukasi AUD), 6(1), 44. https://doi.org/10.18592/jea.v6i1.3590

Bakhmat, N., Dzhyhun, L., Mishchenko, M., Polishchuk, O., Savytska, O., & Dorofey, S. (2023). The Neuropedagogical Aspects of Mental and Cognitive Activity in Younger School-Age Children. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 14(3), 182–193. https://doi.org/10.18662/brain/14.3/469

Chen, C.-C., & Tu, H.-Y. (2021). The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking. Frontiers in Psychology, 12, 750711. https://doi.org/10.3389/fpsyg.2021.750711

Chiu, T. K. F., & Chai, C. (2020). Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective. Sustainability, 12(14), 5568. https://doi.org/10.3390/su12145568

Cottingham, M. D., & Erickson, R. J. (2020). The promise of emotion practice: At the bedside and beyond. Work and Occupations, 47(2), 173–199.

Desmita. (2006). Psikologi Perkembangan. PT Remaja Rosdakarya.

Desyanty, E. S., Pusposari, D., Aisyah, E. N., Zahra, T. F., & Hikmah, R. K. A. (2021). Peran Gender: Analisis Peran Keluarga Dalam Pengenalan Peran Gender Pada Anak Disabilitas. Bayfa Cendekia Indonesia.

Dewi, A. R. T., Mayasarokh, M., & Gustiana, E. (2020). Perilaku Sosial Emosional Anak Usia Dini. Jurnal Golden Age, 4(1), 182. https://doi.org/10.29408/jga.v4i01.2233

Erika Ayu, L., Sofia, A., & Irzalinda, V. (2022). Pentingnya Kelekatan Ibu Membangun Kecerdasan Sosial Emosional Anak Usia 5 – 6 Tahun. Jurnal Pendidikan Anak, 8(1), 9–16. https://doi.org/10.23960/jpa.v8n1.23743

Fox, S. E., Levitt, P., & Nelson III, C. A. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development, 81(1), 28–40.

Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2024). Exploring the impact of AI on teacher leadership: Regressing or expanding? Education and Information Technologies, 29(7), 8415–8433. https://doi.org/10.1007/s10639-023-12174-w

Hamzah, N., Suratman, B., & Rahnang, R. (2023). Linguistic Habitus: The Use of Arabic To Early Childhood In Parenting (Millennial Muslim Parents). AWLADY : Jurnal Pendidikan Anak, 9(2), 119. https://doi.org/10.24235/awlady.v9i2.11137

Herdina Indrijati, M. P. (2017). Psikologi Perkembangan dan Pendidikan Anak Usia Dini: Sebuah Bunga Rampai (Edisi Pertama). Prenada Media.

Herlambang, S., Suratman, B., & Kadir Naffati, A. (2023). The Role of Javanese Women in Domestic and Public Spheres: Challenges, Trade Motives, and Parenting Practices. Al-Athfal: Jurnal Pendidikan Anak, 9(2), 153–168. https://doi.org/10.14421/al-athfal.2023.92-07

Indanah, & Yulisetyaningrum. (2019). Perkembangan sosial emosional anak usia pra sekolah. Jurnal Ilmu Keperawatan Dan Kebidanan, 10(1), 223–224.

Indrijati, H. (2016). Psikologi Perkembangan & Pendidikan Anak Usia Dini (Sebuah Bunga Rampai). Kencana.

Khaironi, M. (2018). Perkembangan anak usia dini. Jurnal Golden Age, 2(01), 1–12.

Laksana, D. N. L., Dhiu, K. D., Ita, E., Dopo, F., Natal, Y. R., & Tawa, O. P. A. (2021). Aspek Perkembangan anak usia dini. Penerbit NEM.

Macagno, A., & Molina, P. (2024). Finding a secure base: Exploring children’s attachment behaviors with professional caregivers during the first months of daycare. Infant Behavior and Development, 74, 101919. https://doi.org/10.1016/j.infbeh.2023.101919

Maharani, D., & Zain, A. (2023). Pengaruh Tingkat Pendidikan, Ekonomi Keluarga dan Faktor Sosial Budaya Terhadap Peningkatan Pernikahan Dini Pada Masyarakat Muslim Kota Banjarmasin Provinsi Kalimantan Selatan. Jurnal Ilmiah Ekonomi Islam, 9(3), 2. https://doi.org/10.29040/jiei.v9i3.11360

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701

Martikainen, S., Kalland, M., Linnavalli, T., Kostilainen, K., Aittokoski, M., Reunamo, J., Vasileiou, Z., & Tervaniemi, M. (2024). Supporting social-emotional development in early childhood education and care – a randomized parallel group trial evaluating the impact of two different interventions. Scandinavian Journal of Educational Research, 68(5), 1069–1087. https://doi.org/10.1080/00313831.2023.2204119

Masuwd, M., Sumanik, E. D., Sarkawi, S., & Amer, M. A. B. (2024). Measuring Foreign Language Anxiety: Concerning Students’ motivation and Their Self-Perception. International Journal of Teaching and Learning, 2(8), 2087–2099.

Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2014). Standar Nasional Pendidikan Anak Usia Dini. Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia, 28–29.

Mutmainah, F. (2016). Pengaruh secure attachment terhadap kemandirian anak usia dini di RA Muslimat NU 1 Belung Poncokusumo Malang (pp. 18–19). Universitas Islam Negeri Maulana Malik Ibrahim.

Oktavia, D., Khairunnisa, K., Saudah, S., Zulkarnain, A. I., & Hidayati, S. (2024). The Learning Sirah Nabawiyah Through Mini Cinemas for Early Childhood. AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 4(1), 40–48. https://doi.org/10.24260/albanna.v4i1.2010

Öngören, H., & Yılmaz, A. (2024). Investigation of Secondary School Students’ Social-Emotional Learning and Friendship-Making Skills in Terms of Various Variables. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 60, 1135–1153. https://doi.org/10.53444/deubefd.1391617

Paoletti, P., Pellegrino, M., & Ben-Soussan, T. D. (2023). A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper. Brain Sciences, 13(6), 857. https://doi.org/10.3390/brainsci13060857

Prabowo, R. D. B., & Aswanti, M. (2014). Hubungan attachment ibu-anak dan ayah-anak dengan kemandirian pada remaja akhir. Jurnal Fakultas Psikologi Universitas Indonesia, 7, 34–46.

Rahmatullah, A. S. (2022). Psikologi Kaum Pecandu NAPZA (Antara Harapan dan Kenyataan). Penerbit Qiara Media.

Rahmawati, M., & Latifah, M. (2020). Penggunaan Gawai, Interaksi Ibu-Anak, Dan Perkembangan Sosial-Emosional Anak Prasekolah. Jurnal Ilmu Keluarga & Konsumen, 13(1), 75–86.

Risaldy, S., & Indris, M. H. (2015). Bimbingan dan Konseling. PT. Luxima Metro Media.

Rizqina, A. L., Hafizi, D., & Hasanah, M. (2024). The Phenomenon of Online Games among Rural Early Childhood in West Kalimantan. AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 4(1), 31–39. https://doi.org/10.24260/albanna.v4i1.2576

Rumjaun, A., & Narod, F. (2020). Social Learning Theory—Albert Bandura. In B. Akpan & T. J. Kennedy (Eds.), Science Education in Theory and Practice (pp. 85–99). Springer International Publishing. https://doi.org/10.1007/978-3-030-43620-9_7

Santrock, J. W. (2002). Live Span Development (A. Chusairi & J. Damanik, Eds.). Erlangga.

Santrock, J. W. (2003). Adolescence (Perkembangan Remaja) (Keenam). Erlangga.

Santrock, J. W. (2011). Masa Perkembangan Anak Children (kesebelas). Salemba Humanika.

Sitorus, A. S. (2023). Keterampilan Sosial dan Emosional Anak Usia Dini; Analisis Gender. Generasi Emas : Jurnal Pendidikan Islam Anak Usia Dini, 6(1), 51.

Sugiarti, R., Erlangga, E., Suhariadi, F., Winta, M. V. I., & Pribadi, A. S. (2022). The influence of parenting on building character in adolescents. Heliyon, 8(5), e09349. https://doi.org/10.1016/j.heliyon.2022.e09349

Suyadi. (2010). Psikologi Belajar PAUD. PT Pustaka Insan Madani.

Turvill, A. J., Sheffield, D., & Taylor, L. (2024). Musculoskeletal pain and working practices in the UK early childhood education workforce. Safety Science, 178, 106592. https://doi.org/10.1016/j.ssci.2024.106592

Wingrave, M. (2018). Perceptions of gender in early years. Gender and Education, 30(5), 587–606. https://doi.org/10.1080/09540253.2016.1258457