Grandparenting dan School Readiness: Peran Mediasi Attachment pada Anak Usia Dini
DOI:
https://doi.org/10.31004/aulad.v9i3.1779Keywords:
grandparenting, attachment, school readinessAbstract
School readiness merupakan konstrak multidimensional yang dipengaruhi oleh berbagai pengalaman perkembangan, termasuk lingkungan pengasuhan. Penelitian ini bertujuan menguji peran attachment sebagai mediator dalam hubungan antara grandparenting dan school readiness pada anak usia dini. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Partisipan berjumlah 56 anak usia 5–6 tahun yang diasuh secara rutin oleh kakek dan/atau nenek. Mereka dipilih melalui purposive sampling. Data dikumpulkan menggunakan instrumen grandparenting berbasis Intergenerational Solidarity Theory, instrumen attachment berbasis Attachment Theory, dan instrumen school readiness berdasarkan National Education Goals Panel. Analisis mediasi dilakukan menggunakan PROCESS Macro Model 4 dengan teknik bootstrapping. Hasil menunjukkan bahwa grandparenting berhubungan positif dan signifikan dengan attachment. Attachment juga berhubungan positif dan signifikan dengan school readiness setelah grandparenting dikontrol. Pengaruh total dan pengaruh langsung grandparenting terhadap school readiness tidak signifikan. Sebaliknya, pengaruh tidak langsungnya melalui attachment signifikan, sehingga menunjukkan pola indirect-only mediation. Artinya, grandparenting berkontribusi terhadap kesiapan sekolah anak melalui terbentuknya kelekatan emosional dengan kakek-nenek. Temuan ini menegaskan bahwa kunci kesiapan sekolah anak terletak pada kualitas relasi emosional antara anak dan kakek-nenek, bukan sekadar pada keterlibatan mereka dalam pengasuhan
Kata Kunci: grandparenting; attachment; school readiness
Downloads
References
Amin, A. A., & Eliasa, E. I. (2023). Parenting skills as the closest teacher to early childhood at home. JPUD—Jurnal Pendidikan Usia Dini, 17(2), 312–330. https://doi.org/10.21009/JPUD.172.09
Azwar, S. (2012). Reliabilitas dan validitas (Edisi ke-4). Pustaka Pelajar.
Bengtson, V. L., & Roberts, R. E. L. (1991). Intergenerational solidarity in aging families: An example of formal theory construction. Journal of Marriage and the Family, 53(4), 856–870. https://doi.org/10.2307/352993
Bernier, A., Beauchamp, M. H., & Cimon-Paquet, C. (2020). From early relationships to preacademic knowledge: A sociocognitive developmental cascade to school readiness. Child Development, 91(1), e134–e145. https://doi.org/10.1111/cdev.13160
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
Bratanoto, V. Z., Latiana, L., Forman, A., & Pranoto, Y. K. S. (2022). Bronfenbrenner’s bioecological theory: School readiness for children in the context of distance learning during the COVID-19 pandemic. JPUD—Jurnal Pendidikan Usia Dini, 16(1), 85–100. https://doi.org/10.21009/JPUD.161.06
Dhieni, N., Fridani, L., & Wulan, S. (2024). Teachers’ strategies in supporting school readiness and transition to primary school after pandemic era. JPUD—Jurnal Pendidikan Usia Dini, 18(1), 208–217. https://doi.org/10.21009/JPUD.181.15
Garon-Carrier, G., Mavungu-Blouin, C., Letarte, M.-J., Gobeil-Bourdeau, J., & Fitzpatrick, C. (2024). School readiness among vulnerable children: A systematic review of studies using a person-centered approach. Psicologia: Reflexão e Crítica, 37, Article 16. https://doi.org/10.1186/s41155-024-00298-y
Gunarti, W., Meilanie, R. S. M., & Marjo, H. K. (2023). The impact of co-viewing on attachment between parents and children. JPUD—Jurnal Pendidikan Usia Dini, 17(1), 31–43. https://doi.org/10.21009/JPUD.171.03
Habibah, A., & Pranoto, Y. K. S. (2024). Kindergarten teachers’ responses to career parents seen from the social emotional aspects of children aged 5–6 years. JPUD—Jurnal Pendidikan Usia Dini, 18(2), 398–408. https://doi.org/10.21009/jpud.v18i2.49450
Handayani, S., & Latifa, R. (2019). Peran ibu terhadap kesiapan anak bersekolah. Tazkiya Journal of Psychology, 7(2), 176–186. https://doi.org/10.15408/tazkiya.v7i2.13477
Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (3rd ed.). Guilford Press.
Hewi, L. (2017). Kemandirian usia dini di Suku Bajo: Studi kasus pada anak usia 4–6 tahun di KB Nur’Ain Mola Selatan Kabupaten Wakatobi Provinsi Sulawesi Tenggara tahun 2015. JPUD—Jurnal Pendidikan Usia Dini, 9(1), 75–92. https://doi.org/10.21009/JPUD.091.05
Hooi Yong, N., & Abdullah, M. N. L. Y. (2022). Factors influencing school readiness and behavioral problems of elementary students. Jurnal Cakrawala Pendidikan, 41(1), 225–236. https://doi.org/10.21831/cp.v41i1.41526
Irzalinda, V., & Sasi, D. N. (2024). Grandparenting practices in shaping early childhood resilience: A case study in Lampung Province, Indonesia. Asia-Pacific Journal of Research in Early Childhood Education, 18(1), 81–106. https://doi.org/10.17206/apjrece.2024.18.1.81
Kagan, S. L., Moore, E., & Bredekamp, S. (Eds.). (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. National Education Goals Panel.
Keim, S. A., Mason, R. E., & Yisahak, S. F. (2025). Language and communication development and school readiness of children raised by grandparents or in multi-generational homes. Paediatric and Perinatal Epidemiology, 39(1), 56–67. https://doi.org/10.1111/ppe.13118
Li, T., Wang, C., Sun, Y. Y., Zhang, W., He, J., & Liu, R. X. (2026). The grandparent–grandchild relationship and grandchildren’s developmental outcomes: A systematic review with meta-analysis. Journal of Family Theory & Review, 18(3), 784–808. https://doi.org/10.1111/jftr.70045
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent–child interaction. In E. M. Hetherington (Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed., pp. 1–101). Wiley.
Mashar, R., & Pudji Astuti, F. (2022). Correlation between parenting skills, children’s emotional and intelligence quotient with school readiness. JPUD—Jurnal Pendidikan Usia Dini, 16(2), 215–223. https://doi.org/10.21009/JPUD.162.02
Mawarsari, R. I., Dadeh, T. H., & Wulandari, L. H. (2024). Iklim sekolah dan pola asuh dalam takaran kesiapan sekolah murid PAUD Nasional Plus. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(3), 581–593. https://doi.org/10.31004/obsesi.v8i3.5768
Meilanie, R. S. M., Gunarti, W., & Hassan, A. Y. (2022). Parents’ perceptions of children’s school readiness during and after the COVID-19 pandemic. JPUD—Jurnal Pendidikan Usia Dini, 16(1), 162–171. https://doi.org/10.21009/JPUD.161.11
Mukti, Y., & Hendrawan, D. (2018). Early education matter: The power of child-parent attachment quality in predicting child’s executive function. Jurnal Ilmu Keluarga dan Konsumen, 11(1), 74–83. https://doi.org/10.24156/jikk.2018.11.1.74
Muthmainah, M., Purwanta, E., Suwarjo, S., & Md Nor, M. B. (2021). Coping strategies among kindergarteners in the gender perspective. Jurnal Cakrawala Pendidikan, 40(2), 316–328. https://doi.org/10.21831/cp.v40i2.39359
Nurhayati, W. (2019). Pengembangan instrumen kesiapan bersekolah dan pemetaan kesiapan bersekolah pada anak usia dini di Indonesia. Indonesian Journal of Educational Assessment, 1(1), 11–22. https://doi.org/10.26499/ijea.v1i1.4
Palupi, G. R., & Pranoto, Y. K. S. (2024). Social sensitivity in early children based on grandparenting. BELIA: Early Childhood Education Papers, 13(2), 132–140. https://doi.org/10.15294/belia.v13i2.3732
Rahmawati, A., Tairas, M. M. W., & Nawangsari, N. A. F. (2018). Profil kesiapan sekolah anak memasuki sekolah dasar. JPUD—Jurnal Pendidikan Usia Dini, 12(2), 201–210. https://doi.org/10.21009/JPUD.122.01
Rahmawati, D., Hastuti, D., & Simanjuntak, M. (2022). The effect of mother’s burden on learning from home, maternal-efficacy, and maternal care practices on emotion and negative behavior of children aged 5–6 years. Jurnal Cakrawala Pendidikan, 41(3), 586–598. https://doi.org/10.21831/cp.v41i3.40419
Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dinehart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57, 110–120. https://doi.org/10.1016/j.ecresq.2021.05.006
Risnawati, E., Wardani, L. M. I., Pramitasari, M., & Saputra, A. H. (2023). Theory of mind, roles, and the development of emotion regulation in early childhood. JPUD—Jurnal Pendidikan Usia Dini, 17(2), 194–204. https://doi.org/10.21009/JPUD.172.01
Saputri, W. H., & Risnawati, E. (2024). Preparing for the school readiness of early childhood by enhancing the well-being and family support. JPUD—Jurnal Pendidikan Usia Dini, 18(1), 270–286. https://doi.org/10.21009/JPUD.181.19
Sujarwo, S., Kusumawardani, E., & Nurmalasari, Y. (2022). Does the motivation and parents involvement affected by distance learning media during pandemic COVID-19? Jurnal Cakrawala Pendidikan, 41(2), 481–493. https://doi.org/10.21831/cp.v41i2.46265
Syarfina, S., Yetti, E., & Fridani, L. (2018). Pemahaman guru prasekolah Raudhatul Athfal tentang kesiapan sekolah anak. JPUD—Jurnal Pendidikan Usia Dini, 12(1), 153–163. https://doi.org/10.21009//JPUD.121.13
Wang, Y., Chen, X., Wang, A., Jordan, L. P., & Lu, S. (2024). Research review: Grandparental care and child mental health—A systematic review and meta-analysis. Journal of Child Psychology and Psychiatry, 65(4), 568–586. https://doi.org/10.1111/jcpp.13943
Xu, W., Parra, G. R., & Carter, M. (2024). Intergenerational coparenting and child development outcomes: A systematic review. Journal of Family Theory & Review, 16(4), 834–856. https://doi.org/10.1111/jftr.12594
Yang, Y., Li, S., Xie, F., & Chen, X. (2024). The association between parent–child attachment and academic adjustment: A multilevel meta-analysis. Educational Psychology Review, 36, Article 85. https://doi.org/10.1007/s10648-024-09920-y
Zhao, X., Lynch, J. G., Jr., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197–206. https://doi.org/10.1086/651257
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2026 Putri Panuti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
