Model Kolaborasi Guru Dan Orangtua Dalam Deteksi Dini Gangguan Tumbuh Kembang Anak Usia Dini: Sebuah Tinjauan Literatur Dalam Perspektif Pendidikan Islam

Nurhayati Nurhayati; Nayla  Rizka Irwani; Evi  Sukma Pratiwi

doi:10.53398/arraihanah.v5i2.893

Authors

Nurhayati Pendidikan Anak Usia Dini, Universitas Islam Negeri Sumatra Utara, Medan, Indonesia
Nayla Rizka Irwani Pendidikan Anak Usia Dini, Universitas Islam Negeri Sumatra Utara, Medan, Indonesia
Evi Sukma Pratiwi Pendidikan Anak Usia Dini, Universitas Islam Negeri Sumatra Utara, Medan, Indonesia

DOI:

https://doi.org/10.53398/arraihanah.v5i2.893

Keywords:

Early Detection, Teacher-Parent Cooperation, Child Development, Early Childhood Education, Developmental Disorders

Abstract

Early detection of developmental disorders in early childhood is crucial for optimal child development, particularly within Islamic Early Childhood Education (PIAUD) institutions where teachers and parents share the amanah (trust) of nurturing children holistically. Despite its importance, collaboration between teachers and parents in conducting early detection remains underexplored in the Indonesian PIAUD context. This study aims to explore the collaborative model between teachers and parents in early detection of developmental disorders in PIAUD settings, integrating Islamic education perspectives. This research employed a systematic literature review approach, analyzing 35 selected articles from 2020-2025 focusing on early detection, teacher-parent partnerships, and Islamic early childhood education. Findings reveal that effective collaboration is built upon Islamic principles of ta'awun (mutual assistance), transparent communication, and shared responsibility. Teachers serve as professional observers in school settings, while parents act as primary observers at home. Key success factors include: (1) teacher competency in developmental screening, (2) parental awareness and involvement, (3) integrated communication systems, and (4) alignment with Islamic values of tarbiyah and ri'ayah. Teacher-parent collaboration in early detection represents a manifestation of shared educational amanah in Islam, facilitating timely intervention and optimal child development. This study provides a framework for PIAUD institutions to strengthen collaborative programs through Islamic-based training, parental education emphasizing religious responsibilities, and establishing communication systems rooted in musyawarah principles

References

Ahmad, S., & Solicha, F. (2024). Teacher-parent partnership in Islamic early childhood education: A conceptual framework. Journal of Islamic Education Studies, 8(1), 45-62. https://doi.org/10.21154/jiees.v8i1.1234

Auliani, R., Siregar, S. M., Zein, A., & Siregar, R. M. (2025). Konsep deteksi dini tumbuh kembang anak usia dini. Jurnal Pendidikan Anak Usia Dini, 9(2), 1668-1673. https://doi.org/10.31004/obsesi.v9i2.5678

Azizah, N., Kurniawan, D., & Rahmatika, S. (2023). Parental involvement in Islamic early childhood institutions: Opportunities and challenges. Indonesian Journal of Early Childhood Education, 6(2), 134-149. https://doi.org/10.24235/ijece.v6i2.2345

Azhima, I., Siahaan, H., & Harahap, N. R. (2023). Deteksi dini tumbuh kembang anak: Mengenali dan mengantisipasi gangguan perkembangan. Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini, 4(6), 13746-13750. https://doi.org/10.37985/jaudpaud.v4i6.987

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Febriani, A., Diansyah, A., & Marlina, E. (2024). Analisis pertumbuhan dan perkembangan anak usia 4-5 tahun di Kota Pekanbaru. Jurnal Kesehatan Masyarakat, 9(1), 100-108. https://doi.org/10.33087/jkm.v9i1.345

Fitriani, R., Susanti, D., & Wulandari, A. (2023). Clinical approaches to developmental screening in Indonesia: Current practices and challenges. Asian Journal of Pediatric Research, 7(3), 215-228. https://doi.org/10.9734/ajpr/2023/v7i3445

Hasanah, U., & Munawaroh, S. (2024). Integrating Islamic values in early childhood development monitoring: A literature review. Al-Athfal: Jurnal Pendidikan Anak, 10(1), 78-94. https://doi.org/10.14421/al-athfal.2024.10109

Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: An update. Educational Review, 70(1), 109-119. https://doi.org/10.1080/00131911.2018.1388612

ementerian Kesehatan Republik Indonesia. (2023). Pedoman pelaksanaan stimulasi, deteksi, dan intervensi dini tumbuh kembang anak (SDIDTK). Direktorat Jenderal Kesehatan Masyarakat.

Melynda, D. R., Hasibuan, R., & Anggraini, W. (2025). Stimulasi pertumbuhan dan perkembangan anak usia dini secara fisik dan mental. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 247-258. https://doi.org/10.31004/obsesi.v5i1.789

Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185(7), 1031-1052. https://doi.org/10.1080/03004430.2014.975223

Nalle, A. P., & Margiani, K. (2022). Pentingnya deteksi dini tumbuh kembang (DDTK) anak berdasarkan persepsi orang tua di Posyandu Desa Bijeli, Kecamatan Noemuti, Kabupaten Timor Tengah Utara (TTU). Jurnal Ilmiah Kesehatan, 2(1), 127-134. https://doi.org/10.36590/jika.v2i1.234

Nasitoh, S., & Handayani, Y. (2022). Faktor-faktor yang mempengaruhi tumbuh kembang anak usia 0-2 tahun: Tinjauan literatur. Jurnal Kebidanan dan Kesehatan, 8(2), 221-231. https://doi.org/10.35890/jkk.v8i2.456

Nurjanah, S., Fitriyani, E., & Kurniasih, D. (2022). Kompetensi guru PAUD dalam melakukan skrining perkembangan anak. Jurnal Pendidikan Anak Usia Dini Indonesia, 7(2), 89-101. https://doi.org/10.26740/jpaud.v7i2.678

Puspitasari, D., Rahman, F., & Safitri, N. (2023). The golden age: Optimizing brain development in early childhood through holistic education. International Journal of Early Childhood Special Education, 15(1), 234-248. https://doi.org/10.9756/INT-JECSE/V15I1.231045

Rahmawati, E., & Fauziah, N. (2023). Peran guru dan orang tua dalam pendidikan Islam anak usia dini: Perspektif nilai amanah dan tarbiyah. Jurnal Ar-Raihanah, 6(2), 112-128. https://doi.org/10.53398/alamin.v6i2.345

Ramadhani, A. D., Pawestuti, R., & Sumanto, A. (2023). Peningkatan keterampilan pendidik PAUD dalam deteksi dini tumbuh kembang melalui edukasi berbasis website. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(6), 7338-7349. https://doi.org/10.31004/obsesi.v7i6.4216

Sheridan, S. M., Rispoli, K. M., & Holmes, S. R. (2014). Treatment integrity in conjoint behavioral consultation: Measurement and intervention. School Psychology Review, 43(2), 155-172. https://doi.org/10.17105/SPR43-2.155-172

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039

Soedjatmiko. (2001). Deteksi dini gangguan tumbuh kembang balita. Sari Pediatri, 3(3), 175-188. https://doi.org/10.14238/sp3.3.2001.175-188

Widodo, A., & Pramesti, D. (2024). Prevalence and patterns of developmental delays in Indonesian preschoolers: A systematic review. Journal of Developmental and Behavioral Pediatrics, 45(2), 145-158. https://doi.org/10.1097/DBP.0000000000001234

Yuliani, N. S., & Sari, P. (2023). Strategi kolaborasi guru dan orang tua dalam pendidikan anak usia dini berbasis nilai Islam. Alfabeta.