KONTRIBUSI POSITIF ORANG TUA DAN ANGGOTA KELUARGA UNTUK MENINGKATKAN LITERASI ANAK USIA DINI DI RUMAH
Keywords:
Home-based literacy, Parental Contribution, Family Member Contribution
Abstract
Home-based literacy, which includes educational activities at home with a focus on literacy learning, is a significant predictor of early childhood development and learning outcomes. Objective: This study aims to examine in depth the positive contributions of parents and family members in improving children's literacy at home through a systematic review of the literature. Method: This study used the Systematic Literature Review (SLR) method with PRISMA stages, reviewing ten relevant articles published between 2016-2025. Research Results: The review results indicate that the role of parents is very significant in the framework of home learning, including activities such as reading books, reading stories, and providing feedback to teachers regarding children's understanding achievements. Increasing the frequency and duration of reading time with parents directly and positively affects children's literacy, motivation, and writing skills, and can even reduce educational disparities. Conclusion: The positive contributions of parents and family members are very important for children's literacy at home, although its success is influenced by factors such as parental education level and income, which can be addressed through collaboration in providing free book access.
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References
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Bennett, S. V., Gunn, A. A., & Peterson, B. J. (2021). Access to Multicultural Children’s Literature During COVID‐19. The Reading Teacher, 74(6), 785–796.
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Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L. C. H., MacMillan, H., Hanson, M., Wachs, T. D., Yao, H., Yoshikawa, H., Cerezo, A., Leckman, J. F., & Bhutta, Z. A. (2017). Nurturing care: Promoting early childhood development. The Lancet, 389(10064), 91–102.
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Prabowo, R. A., Budiyono, K., & Norhalimah, N. (2022). Membangun budaya literasi anak usia dini dengan penguatan pendampingan keluarga. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 6(3), 667-675.
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Prokupek, Hummel, Blaurock, Cohen & Anders. (2025) Potential of a digital parenting app to support parents of toddlers: Relations between the intensity of app use, language‐related parental self‐efficacy and the home literacy environment. British Educational Research Journal.
Rachmi, Y., Wibowo, S., & Gatot, M. (2022). Implementasi gerakan literasi keluarga dalam meningkatkan kompetensi literasi anak usia dini. Jurnal Teknologi Pendidikan, 11(2), 199-206.
Rey-Guerra, C., Maldonado-Carreño, C., Ponguta, L. A., Nieto, A. M., & Yoshikawa, H. (2022). Family engagement in early learning opportunities at home and in early childhood education centers in Colombia. Early Childhood Research Quarterly, 58, 35–46.
Roby, Elizabeth B. Miller, Caitlin F. Canfield, Daniel S. Shaw, Pamela A. Morris‐Perez & Alan L. Mendelsohn. (2025) Supporting Early Social‐Emotional Competencies Through Reading and Play: Findings From an RCT of the Tiered Smart Beginnings Program. Social Development 34:4.
Shin, J., Sailors, M., McClung, N., Hoffman, J. V., Pearson, P. D., Kaambankadzanja, D., & Mwale, L. (2020). Access to local books: The effects of Read Malawi from a children’s rights perspective. Literacy, 54(3), 74–90.
Tong, F., Zhang, H., Zhen, F., Irby, B. J., & Lara-Alecio, R. (2021). Supporting home literacy practices in promoting Chinese parents’ engagement in their children’s English education in low-SES families: An experimental study. International Journal of Educational Research, 109, 101816.
Xie, Wu & Liang. (2022) Family Environment Profile in China and Its Relation to Family Structure and Young Children’s Social Competence. Early Education and Development 33:3, pages 469-489.
Alshatti, T., Al-Sulaihim, N., & Abdalla, F. A. (2020). Home-Based literacy practices of Arab mothers from Kuwait. Speech, Language and Hearing, 23(3), 133–145.
Andersen, S. C., Nielsen, H. S., & Rowe, M. L. (2022). Development of writing skills within a home-based, shared reading intervention: Re-analyses of evidence from a randomized controlled trial. Learning and Individual Differences, 99, 102211.
Armstrong, M., & Boughey, C. (2020). Learning to learn: Children’s language and literacy development in a marginalized community in Port Elizabeth. Perspectives in Education, 38(2).
Avornyo & Wolf. (2025) Relative Contributions of Mothers, Fathers, and Other Caregivers’ Cognitive and Socioemotional Stimulation on Ghanaian Children’s School Readiness. Early Education and Development 36:4, pages 839-855.
Bennett, S. V., Gunn, A. A., & Peterson, B. J. (2021). Access to Multicultural Children’s Literature During COVID‐19. The Reading Teacher, 74(6), 785–796.
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30.
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L. C. H., MacMillan, H., Hanson, M., Wachs, T. D., Yao, H., Yoshikawa, H., Cerezo, A., Leckman, J. F., & Bhutta, Z. A. (2017). Nurturing care: Promoting early childhood development. The Lancet, 389(10064), 91–102.
Chia-Hui Lin, Chien-Ju Chang & Hsi-Ping Nieh. (2025) Growth of shared book reading in the first two years and its effects on children’s development. Applied Developmental Science, 29:4, pages 303-314.
Chmielewski, A. K. (2019). The Global Increase in the Socioeconomic Achievement Gap, 1964 to 2015. American Sociological Review, 84(3), 517–544.
Derby, M., Macfarlane, A., & Gillon, G. (2022). Early literacy and child wellbeing: Exploring the efficacy of a home-based literacy intervention on children’s foundational literacy skills. Journal of Early Childhood Literacy, 22(2), 254–278.
Green, C., Nadelson, L. S., & Miller, R. (2020). Supporting Opportunities for All: Strategic Collaborative Partnerships to Increase Book Access for Children.
Higgins, J., & Green, S. (2008). Cochrane handbook for systematic reviews of
interventions. In PT Higgins and Sally Green.
Li, Lam, Zhang & Bao. (2024) Home literacy environments and Chinese preschool children's literacy trajectories: Examining the unique contributions of fathers versus mothers. Learning and Individual Differences 113, pages 102489.
Maronta, Y., & Nafisah, A. D. (2024). Keterlibatan Orang Tua dalam Kegiatan Bermain Anak Usia Dini di Rumah. Journal Ashil: Jurnal Pendidikan Anak Usia Dini, 4(2), 140-150.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Academia and Clinic Annals of Internal Medicine Preferred Reporting Items for Systematic Reviews and Meta-Analyses : Annals of Internal Medicine, 151(4)
Nafisah, A. D., & Pranoto, Y. K. S. (2022). Father's Involvement In Learning From Home Program During Covid-19 Pandemic. BELIA: Early Childhood Education Papers, 11(1), 1-8.
Neyer, S. L., Szumlas, G. A., & Vaughn, L. M. (2021). Beyond the numbers: Social and emotional benefits of participation in the Imagination Library home-based literacy programme. Journal of Early Childhood Literacy, 21(1), 60–81.
Prabowo, R. A., Budiyono, K., & Norhalimah, N. (2022). Membangun budaya literasi anak usia dini dengan penguatan pendampingan keluarga. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 6(3), 667-675.
Primayana, K. H., Dewi, P. Y. A., & Gunawan, I. G. D. (2020). Peran Orang Tua Dalam Pengembangan Literasi Dini Pada Anak. Widya Kumara Jurnal Pendidikan Anak Usia Dini, 1(1).
Prokupek, Hummel, Blaurock, Cohen & Anders. (2025) Potential of a digital parenting app to support parents of toddlers: Relations between the intensity of app use, language‐related parental self‐efficacy and the home literacy environment. British Educational Research Journal.
Rachmi, Y., Wibowo, S., & Gatot, M. (2022). Implementasi gerakan literasi keluarga dalam meningkatkan kompetensi literasi anak usia dini. Jurnal Teknologi Pendidikan, 11(2), 199-206.
Rey-Guerra, C., Maldonado-Carreño, C., Ponguta, L. A., Nieto, A. M., & Yoshikawa, H. (2022). Family engagement in early learning opportunities at home and in early childhood education centers in Colombia. Early Childhood Research Quarterly, 58, 35–46.
Roby, Elizabeth B. Miller, Caitlin F. Canfield, Daniel S. Shaw, Pamela A. Morris‐Perez & Alan L. Mendelsohn. (2025) Supporting Early Social‐Emotional Competencies Through Reading and Play: Findings From an RCT of the Tiered Smart Beginnings Program. Social Development 34:4.
Shin, J., Sailors, M., McClung, N., Hoffman, J. V., Pearson, P. D., Kaambankadzanja, D., & Mwale, L. (2020). Access to local books: The effects of Read Malawi from a children’s rights perspective. Literacy, 54(3), 74–90.
Tong, F., Zhang, H., Zhen, F., Irby, B. J., & Lara-Alecio, R. (2021). Supporting home literacy practices in promoting Chinese parents’ engagement in their children’s English education in low-SES families: An experimental study. International Journal of Educational Research, 109, 101816.
Xie, Wu & Liang. (2022) Family Environment Profile in China and Its Relation to Family Structure and Young Children’s Social Competence. Early Education and Development 33:3, pages 469-489.
Published
2025-11-12
How to Cite
Nafisah, A. D., Maulida, W. Z., & Kharisma, C. M. (2025). KONTRIBUSI POSITIF ORANG TUA DAN ANGGOTA KELUARGA UNTUK MENINGKATKAN LITERASI ANAK USIA DINI DI RUMAH. MAANA: Jurnal Pendidikan Islam Anak Usia Dini, 4(2), 1-14. https://doi.org/https://doi.org/10.52166/mjpiaud.v4i2.11191
Section
Articles
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