Peer-reviewed article
Dinamika Pola Asuh Orang Tua dan Perilaku Kedisiplinan Anak Usia 5–6 Tahun di Sekolah
Luthfiyyah Dwi Julianti, Asep Kurnia Jayadinata, Gia Nikawanti ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This qualitative case study looked at how parents raise children and how disciplined those children are at school. It involved 10 children aged 5–6 years and their parents at one kindergarten, TK Cinta Ibu, in Purwakarta. Most parents described a democratic parenting style, for example explaining rules and keeping communication open. At school, however, children still often needed guidance and repeated reminders, such as when putting away toys or waiting in line. The authors conclude that democratic parenting is a useful foundation, but needs consistent habits at home and at school and close cooperation between parents and teachers.
Key points
- Most parents adopted a democratic parenting style: explaining reasons for rules, open communication, supervision and consistent rule enforcement.
- Parents' positive views of their parenting did not fully match what was observed at school.
- Children often needed guidance and repeated reminders, for example when putting away toys and waiting their turn in line.
- Differences in discipline between children could not be fully explained by parenting style alone.
- Consistent habituation at home and school and parent-teacher collaboration are needed to align disciplinary habits.
Limitations
The study covers only 10 children in one kindergarten, so the findings cannot be generalised. Parenting information came from parent questionnaires, which may reflect parents' own perceptions, and the document does not test whether parenting style causes discipline outcomes.
Abstract
This study aims to analyze the dynamics of parenting styles and disciplinary behavior among children aged 5–6 years at TK Cinta Ibu, Purwakarta, focusing on how parenting styles are applied, the forms of disciplinary behavior that emerge, and the supporting and inhibiting factors involved. A qualitative case study approach was employed, involving 10 children aged 5–6 years and their parents as research subjects. Data were collected through questionnaires distributed to parents, observations of children's behavior at school, and documentation of activities. The data were then analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by source triangulation. The findings indicate that most parents adopt a democratic parenting style, as reflected in the practice of explaining the reasons behind rules, maintaining open communication, providing supervision, and consistently implementing rules. Nevertheless, parents' positive perceptions do not fully correspond to the conditions observed at school, as children still frequently require guidance and repeated reminders during activities, such as putting away toys and waiting their turn in line. Variations in discipline levels among children were also identified, which cannot be entirely explained by parenting styles in general. Overall, democratic parenting serves as an important foundation for developing early childhood discipline; however, its implementation still requires consistent habituation both at home and at school, along with close collaboration between parents and teachers to align children's disciplinary habits across both environments.