Pengaruh Pola Asuh Demokrasi Wanita Karir terhadap Konsentrasi Belajar Anak
DOI:
https://doi.org/10.62710/jppsb.v2nse620Keywords:
democratic parenting, career women, learning concentrationAbstract
This study aims to determine the influence of democratic parenting by career women on the formation of learning concentration in early childhood in Purwokerto. The research used a descriptive quantitative method involving 10 respondents consisting of working mothers who have children aged 4–6 years. Data were collected through questionnaires distributed directly to respondents. The study refers to Diana Baumrind’s democratic parenting theory and Erik Erikson’s psychosocial development theory. The results showed that democratic parenting patterns applied by career women have a positive influence on children’s learning concentration. Parents who provide attention, emotional support, communication, and balanced supervision tend to have children with better concentration during learning activities. The findings also indicate that democratic parenting creates a comfortable emotional atmosphere, increases children’s confidence, and supports the development of independence in learning. Although career women have limited time with their children, quality interaction and consistent parenting contribute significantly to children’s cognitive and emotional development. Therefore, democratic parenting can be considered an effective parenting style in supporting early childhood learning concentration
References
Afifah, A. N. (2026). Tingkat Pemahaman Pengasuh dalam Menstimulasi Perkembangan Kognitif dan Sosial Emosional Anak Usia Dini di TPA Kecamatan Gunungpati. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Din, 8(1), 9–24.
Akbar, A., Fauziah, P. Y., Info, A., Demokratis, P. A., Belajar, H., Orangtua, K., & Anak, P. (2025). Peran pola asuh demokratis orang tua dalam meningkatkan hasil belajar siswa. 4(1), 19–29.
Al-Muslim, M., & Arifin, Z. (2015). The Usability of SEEQ in Quality Evaluation of Arabic Secondary Education in Malaysia. International Education Studies, 8(3), 202-211.
Ananda, A. F., & Maharani, S. D. (2025). Peran Orang Tua Dalam Pola Asuh dan Perkembangan Bahasa Anak Usia Dini. AURA: JURNAL PENDIDIKAN AURA, 5(1), 27–31. https://doi.org/10.37216/aura.v5i1.2162
Ariffin, Z., & Al-Muslim, M. (2015). The quality of Arabic language teachers in Malaysia: Facing the fundamental issues. Mediterranean Journal of Social Sciences, 6(1), 544-544.
Budiwanto, A., Marheni, E., Ihsan, N., Pranoto, N. W., & Purnomo, E. (2025). The Influence of Learning Concentration on Preschool children Learning Outcomes. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(2), 573–591. https://doi.org/10.31004/obsesi.v9i2.6852
Febriyani, V. R., & Arbarini, M. (2025). Pola Asuh dan Perannya dalam Mengembangkan Keterampilan Sosial dan Kemandirian pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(5), 1568–1581. https://doi.org/10.31004/obsesi.v9i5.7060
Fitria Ulfah, E. H. T. (2025). Regulasi Emosi Ibu Bekerja Dan Kuliah Dalam Pengasuhan Anak Usia Dini. Jurnal Pendidikan Islam Anak Usia Dini, 04(02), 56–60. https://doi.org/10.37968/anaking.v4i2.922
Gomide, P. I., Li, A., & Chen, M. (2024). Mediating and moderating effects of authoritative parenting styles on adolescent behavioral problems. February, 1–15. https://doi.org/10.3389/fpsyg.2024.1336354
Ibtisam, A., Ashinida, A., & Mohamad Azwan, K. (2020). Pendekatan Pengajaran dan Pembelajaran Kemahiran Bahasa Arab Berteraskan Standard CEFR: Satu Kajian Tahap Penguasaan Bahasa. Prosiding Webinar Kebangsaan Isu P&P Bahasa Arab di IPT, 18.
Ijar Salna, Lu’lu Rahmadanti, & Aulia Fitriani Munthe. (2025). Analisis Pola Asuh Demokratis, Otoriter, dan Permisif terhadap Perkembangan Sosial-Emosional Anak Usia Dini. Jurnal Pendidikan Dan Kewarganegara Indonesia, 2(4), 151–161. https://doi.org/10.61132/jupenkei.v2i4.879
Lena, M. S., Herini, M. S., & Febri, J. (2024). Analisis Peran Pola Asuh Orang Tua terhadap Motivasi Belajar Anak Sekolah Dasar. Jurnal Pendidikan Universitas Garut, 18(1), 30–43.
Listyasari, M., Nevrettia Christantyawati, & Farida. (2025). Strategi Komunikasi Ibu Bekerja terhadap Tumbuh Kembang Anak Usia Dini. Jurnal Ilmu Multidisiplin, 4(3), 2086–2095. https://doi.org/10.38035/jim.v4i3.1140
Luma, A. D., & Cholimah, N. (2025). Pengaruh Pola Asuh Demokratis terhadap Perilaku Sosial Anak Usia Dini. 6(1), 1301–1309. https://doi.org/10.37985/murhum.v6i1.1304
Meilana, R., Rimandhani, N., Imam, V., Faisal, A., Studi, P., Guru, P., & Ibtidaiyah, M. (2025). Peran orang tua dalam pengelolaan emosi anak usia dini dalam perspektif teori psikososial erik erikson. Jurnal Eksperimental, 14(2), 88–92.
Mustapa, A. M., Ghani, S. A., Rahman, M. A., Nawawi, Z., & Kamarudin, M. A. (2022, August). Evaluation of the online arabic treasure hunt as learning games activities using the technology acceptance model (TAM). In AIP Conference Proceedings (Vol. 2472, No. 1, p. 040017). AIP Publishing LLC.
Wulan, M. A., Dias, K. K., & Nabillah, A. S. (2024). Hubungan Antara Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini dengan Prestasi Belajar Anak. 8, 25780–25787.
Zhaqi, E. M., Yuntina, L., & Widiyastuti, A. (2025). Pengaruh Kualitas Komunikasi Orang Tua Terhadap Emosi Anak Usia Dini. PESHUM : Jurnal Pendidikan, Sosial Dan Humaniora, 5(1), 841–849.
