{"title":"儿童可及性，可接受儿童早期教育","authors":"Nugrahana Fitria Ruhyana","doi":"10.21009/jiv.1302.4","DOIUrl":null,"url":null,"abstract":"The early age is a substantial period in human development. The long-term benefit from participating in the early childhood education programs is increasing opportunities for the children to complete their higher education in order to get the better welfare future. In Sumedang regency - the location of this study - the children’s participations in joining the early childhood education programs had not been optimized yet. Approximately 47% of the children aged 4-6 years had not participated in the early childhood education programs yet. Thus, it was significant to seek out the factors influencing the children’s accessibilities to participate in the early childhood education programs in Sumedang regency in order to find out the alternative policy to increase their accessibilities to participate in the early childhoodeducation programs. The research was conducted in 2017 using the quantitative method. The data were obtained from the “2015 Susenas†which involved 300 respondents. The data analysis was performed by using the logistic regression with the 12th version of STATA software. The findings showed that the children’s accessibilities to participate in the early childhood education programs in Sumedang regency was determined by the educational background of the head of family, the marital status of the parents, the head of the family’s income, the number of the family members, and the children’s domicile. Giving knowledge about the importance of early childhood education to the lower educational background parents and enlarging the early childhood schools’ facilities and infrastructures especially in rural areas of Sumedang regency still needed to be improved in order to have better human resources in the future. \nReferences \nAbdulhak, I. (2003). Memposisikan pendidikan anak usia dini dalam sistem pendidikan nasional. Buletin PADU Jurnal Ilmiah Anak Dini Usia. Jakarta: Dir. PAUD, Dirjend. PLSP, Depdiknas. \nApriana, R. (2009). Hubungan Pendidikan Anak Usia Dini (PAUD) dengan perkembangan kognitif anak usia prasekolah di Kelurahan Tinmojoyo Kecamatan Banyumanik Semarang. Skripsi. Semarang: Universitas Diponegoro. \nAristin, N. F. (2015). Faktor-faktor yang berpengaruh terhadap anak putus sekolah tingkat Sekolah Menengah Pertama (SMP) di Kecamatan Bondowoso. Jurnal Pendidikan Geografi, 20(1). 30-36. doi: http://dx.doi.org/10.17977/pg.v20i1.5009 \nBappeda Kab. Sumedang. (2015). Profil daerah Kabupaten Sumedang. Diakses melalui http://www.sumedangkab.go.id/ \nBerlinski, S. G., Galiani, S., & Gertler, P. (2006). The effect of pre-primary education on primary school performance. Diakses melalui http://eprints.ucl.ac.uk/15418/ \nBlack, M. M., Walker, S. P., Fernald, L. C. H., Andersen, C. T., DiGirolamo, A. M., Lu, C., … Grantham-McGregor, S. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77–90. doi: https://doi.org/10.1016/S0140-6736(16)31389-7 \nBPS. (2016a). Statistik daerah Kabupaten Sumedang 2016. Kabupaten Sumedang: Badan Pusat Statistik Kabupaten Sumedang. \nBPS. (2016b). Survey sosial ekonomi nasional. Diakses melalui https://microdata.bps.go.id/mikrodata/index.php/catalog/769 \nChen, Y., & Feng, S. (2013). Access to public schools and the education of migrant children in China. ChinaEconomic Review, 26(1), 75–88. doi: https://doi.org/10.1016/j.chieco.2013.04.007 \nDewi, N. A. K., Zukhri, A., & Dunia, I. K. (2014). Analisis faktor-faktor penyebab anak putus sekolah usia pendidikan dasar di Kecamatan Gerokgak tahun 2012/2013. Jurnal Jurusan Pendidikan Ekonomi, 4(1), 1-12. http://ejournal.undiksha.ac.id/index.php/JJPE/article/view/1898 \nEngle, P. L., Fernald, L. C. H., Alderman, H., Behrman, J., O’Gara, C., Yousafzai, A., … Iltus, S. (2011). Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. The Lancet, 378(9799), 1339–1353. doi: https://doi.org/10.1016/S0140-6736(11)60889-1 \nFahmi, M., & Jewelery, P. G. N. (2015). The effect of pre-school education on academic achievement in Indonesia. Working Paper in Economics and Developments Studies, 201505, 1-18. http://ceds.feb.unpad.ac.id/wopeds/201505.pdf \nFinnie, R., & Mueller, R. E. (2008). The effects of family income, parental education and other background factors on access to postsecondary education in Canada: Evidence from the YITS. SSRN Electronic Journal, 1–52. doi: https://doi.org/10.2139/ssrn.2256114 \nHeckman, J. (2014). Early childhood development is a smart investment. Diakses melalui https://heckmanequation.org/assets/2014/04/The20Heckman20Curve_v2.jpg \nKemdikbud. (2017). Data pokok pendidikan. Diakses melalui http://dapo.dikdasmen.kemdikbud.go.id/ \nLake, A. (2011). Early childhood development - Global action is overdue. The Lancet, 378(9799), 1277–1278. doi: https://doi.org/10.1016/S0140-6736(11)61450-5 \nMajzub, R. M., & Rashid, A. A. (2012). School readiness among preschool children. Procedia - Social and Behavioral Sciences, 46, 3524–3529. doi: https://doi.org/10.1016/j.sbspro.2012.06.098 \nMike, I. O., Nakajjo, A., & Isoke, D. (2008). Socioeconomic determinants of primary school dropout : The logistic model analysis. MPRA Paper, 7851, 1-25. https://mpra.ub.unimuenchen.de/7851/ \nMusyarofah. (2014). Urgensi pendidikan anak usia dini dalam membangun generasi bangsa yang berkarakter. Al-Fitrah, 9(1), 1-20. http://ejournal.iain-jember.ac.id/index.php/alfitrah/article/view/274 \nPatmonodewo, S. (2003). Pendidikan anak prasekolah (second). Jakarta: PT. Rineka Cipta. \nPerdana, N. S. (2015). Faktor-faktor yang berpengaruh terhadap aksesibilitas memperoleh pendidikan untuk anak-anak di Indonesia. Jurnal Pendidikan dan Kebudayaan, 21(3), 279–298. doi: http://dx.doi.org/10.24832%2Fjpnk.v21i3.191 \nRahman, H. S. (2005). Pendidikan anak usia dini. Yogyakarta: Galah. \nRao, N., Sun, J., Chen, E., & Ip, P. (2017). Effectiveness of early childhood interventions in promoting cognitive development in developing countries: A systematic review and meta-analysis. Hong Kong Journal of Paediatrics, 22, 14–25. http://www.hkjpaed.org/pdf/2017;22;14-25.pdf \nSyahra, R. (2003). Modal sosial : Konsep dan aplikasi perkembangan konsep modal sosial. Jurnal Masyarakat dan Budaya, 5(1), 1–22. doi: http://dx.doi.org/10.14203/jmb.v5i1.256 \nTodaro, M. P., & Smith, S. C. (2011). Pembangunan ekonomi di dunia ketiga (11th ed.). Jakarta: Erlangga. \nUNDP. (2015). Work for human development. Diakses melalui http://hdr.undp.org/en/content/human-development-report-2015-work-human-development \nWarsilah, H. (2017). Pembangunan inklusif dan kebijakan sosial di Kota Solo Jawa Tengah (Edisi Pert). Jakarta: Yayasan Pustaka Obor Indonesia. \nYoshikawa, H., Weiland, C., Brooks-gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., … Zaslow, M. J. (2013). Investing in our future : The evidence base on preschool education. Society for Research in Child Development, (October), 1–24. https://www.fcd-us.org/assets/2013/10/20Base20on20Preschool20Education20FINAL.pdf \nYusuf, A. A. (2017). Menyelesaikan darurat nutrisi anak sebagai prasyarat pertumbuhan inklusif. Diakses melalui http://sdgcenter.unpad.ac.id/menyelesaikan-darurat-nutrisi-anak-sebagaiprasyarat-pertumbuhan-inklusif/ pada tanggal 1 Maret 2018.","PeriodicalId":234954,"journal":{"name":"JIV-Jurnal Ilmiah Visi","volume":"45 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"AKSESIBILITAS ANAK MENGIKUTI PENDIDIKAN ANAK USIA DINI DI KABUPATEN SUMEDANG\",\"authors\":\"Nugrahana Fitria Ruhyana\",\"doi\":\"10.21009/jiv.1302.4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The early age is a substantial period in human development. The long-term benefit from participating in the early childhood education programs is increasing opportunities for the children to complete their higher education in order to get the better welfare future. In Sumedang regency - the location of this study - the children’s participations in joining the early childhood education programs had not been optimized yet. Approximately 47% of the children aged 4-6 years had not participated in the early childhood education programs yet. Thus, it was significant to seek out the factors influencing the children’s accessibilities to participate in the early childhood education programs in Sumedang regency in order to find out the alternative policy to increase their accessibilities to participate in the early childhoodeducation programs. The research was conducted in 2017 using the quantitative method. The data were obtained from the “2015 Susenas†which involved 300 respondents. The data analysis was performed by using the logistic regression with the 12th version of STATA software. The findings showed that the children’s accessibilities to participate in the early childhood education programs in Sumedang regency was determined by the educational background of the head of family, the marital status of the parents, the head of the family’s income, the number of the family members, and the children’s domicile. Giving knowledge about the importance of early childhood education to the lower educational background parents and enlarging the early childhood schools’ facilities and infrastructures especially in rural areas of Sumedang regency still needed to be improved in order to have better human resources in the future. \\nReferences \\nAbdulhak, I. (2003). Memposisikan pendidikan anak usia dini dalam sistem pendidikan nasional. Buletin PADU Jurnal Ilmiah Anak Dini Usia. Jakarta: Dir. PAUD, Dirjend. PLSP, Depdiknas. \\nApriana, R. (2009). Hubungan Pendidikan Anak Usia Dini (PAUD) dengan perkembangan kognitif anak usia prasekolah di Kelurahan Tinmojoyo Kecamatan Banyumanik Semarang. Skripsi. Semarang: Universitas Diponegoro. \\nAristin, N. F. (2015). Faktor-faktor yang berpengaruh terhadap anak putus sekolah tingkat Sekolah Menengah Pertama (SMP) di Kecamatan Bondowoso. Jurnal Pendidikan Geografi, 20(1). 30-36. doi: http://dx.doi.org/10.17977/pg.v20i1.5009 \\nBappeda Kab. Sumedang. (2015). Profil daerah Kabupaten Sumedang. Diakses melalui http://www.sumedangkab.go.id/ \\nBerlinski, S. G., Galiani, S., & Gertler, P. (2006). The effect of pre-primary education on primary school performance. Diakses melalui http://eprints.ucl.ac.uk/15418/ \\nBlack, M. M., Walker, S. P., Fernald, L. C. H., Andersen, C. T., DiGirolamo, A. M., Lu, C., … Grantham-McGregor, S. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77–90. doi: https://doi.org/10.1016/S0140-6736(16)31389-7 \\nBPS. (2016a). Statistik daerah Kabupaten Sumedang 2016. Kabupaten Sumedang: Badan Pusat Statistik Kabupaten Sumedang. \\nBPS. (2016b). Survey sosial ekonomi nasional. Diakses melalui https://microdata.bps.go.id/mikrodata/index.php/catalog/769 \\nChen, Y., & Feng, S. (2013). Access to public schools and the education of migrant children in China. ChinaEconomic Review, 26(1), 75–88. doi: https://doi.org/10.1016/j.chieco.2013.04.007 \\nDewi, N. A. K., Zukhri, A., & Dunia, I. K. (2014). Analisis faktor-faktor penyebab anak putus sekolah usia pendidikan dasar di Kecamatan Gerokgak tahun 2012/2013. Jurnal Jurusan Pendidikan Ekonomi, 4(1), 1-12. http://ejournal.undiksha.ac.id/index.php/JJPE/article/view/1898 \\nEngle, P. L., Fernald, L. C. H., Alderman, H., Behrman, J., O’Gara, C., Yousafzai, A., … Iltus, S. (2011). Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. The Lancet, 378(9799), 1339–1353. doi: https://doi.org/10.1016/S0140-6736(11)60889-1 \\nFahmi, M., & Jewelery, P. G. N. (2015). The effect of pre-school education on academic achievement in Indonesia. Working Paper in Economics and Developments Studies, 201505, 1-18. http://ceds.feb.unpad.ac.id/wopeds/201505.pdf \\nFinnie, R., & Mueller, R. E. (2008). The effects of family income, parental education and other background factors on access to postsecondary education in Canada: Evidence from the YITS. SSRN Electronic Journal, 1–52. doi: https://doi.org/10.2139/ssrn.2256114 \\nHeckman, J. (2014). Early childhood development is a smart investment. Diakses melalui https://heckmanequation.org/assets/2014/04/The20Heckman20Curve_v2.jpg \\nKemdikbud. (2017). Data pokok pendidikan. Diakses melalui http://dapo.dikdasmen.kemdikbud.go.id/ \\nLake, A. (2011). Early childhood development - Global action is overdue. The Lancet, 378(9799), 1277–1278. doi: https://doi.org/10.1016/S0140-6736(11)61450-5 \\nMajzub, R. M., & Rashid, A. A. (2012). School readiness among preschool children. Procedia - Social and Behavioral Sciences, 46, 3524–3529. doi: https://doi.org/10.1016/j.sbspro.2012.06.098 \\nMike, I. O., Nakajjo, A., & Isoke, D. (2008). Socioeconomic determinants of primary school dropout : The logistic model analysis. MPRA Paper, 7851, 1-25. https://mpra.ub.unimuenchen.de/7851/ \\nMusyarofah. (2014). Urgensi pendidikan anak usia dini dalam membangun generasi bangsa yang berkarakter. Al-Fitrah, 9(1), 1-20. http://ejournal.iain-jember.ac.id/index.php/alfitrah/article/view/274 \\nPatmonodewo, S. (2003). Pendidikan anak prasekolah (second). Jakarta: PT. Rineka Cipta. \\nPerdana, N. S. (2015). Faktor-faktor yang berpengaruh terhadap aksesibilitas memperoleh pendidikan untuk anak-anak di Indonesia. Jurnal Pendidikan dan Kebudayaan, 21(3), 279–298. doi: http://dx.doi.org/10.24832%2Fjpnk.v21i3.191 \\nRahman, H. S. (2005). Pendidikan anak usia dini. Yogyakarta: Galah. \\nRao, N., Sun, J., Chen, E., & Ip, P. (2017). Effectiveness of early childhood interventions in promoting cognitive development in developing countries: A systematic review and meta-analysis. Hong Kong Journal of Paediatrics, 22, 14–25. http://www.hkjpaed.org/pdf/2017;22;14-25.pdf \\nSyahra, R. (2003). Modal sosial : Konsep dan aplikasi perkembangan konsep modal sosial. Jurnal Masyarakat dan Budaya, 5(1), 1–22. doi: http://dx.doi.org/10.14203/jmb.v5i1.256 \\nTodaro, M. P., & Smith, S. C. (2011). Pembangunan ekonomi di dunia ketiga (11th ed.). Jakarta: Erlangga. \\nUNDP. (2015). Work for human development. Diakses melalui http://hdr.undp.org/en/content/human-development-report-2015-work-human-development \\nWarsilah, H. (2017). Pembangunan inklusif dan kebijakan sosial di Kota Solo Jawa Tengah (Edisi Pert). 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引用次数: 3
摘要
幼儿时期是人类发展的重要时期。参加早期儿童教育项目的长期好处是增加了孩子们完成高等教育的机会，以获得更好的福利未来。在本研究的所在地Sumedang县，儿童参与早期儿童教育项目的情况尚未得到优化。大约47%的4-6岁儿童尚未参加幼儿教育项目。因此，研究影响苏美当县儿童早期教育参与可及性的因素，以寻求提高儿童早期教育参与可及性的替代政策具有重要意义。该研究于2017年采用定量方法进行。这些数据来自于涉及300名受访者的<s:2> - œ2015 susenas<e:1>调查。采用STATA第12版软件进行logistic回归分析。结果表明，苏梅当县儿童参与幼儿教育的可及性与户主的教育背景、父母的婚姻状况、户主的收入、家庭成员人数、儿童的住所等因素有关。向教育程度较低的家长宣传幼儿教育的重要性，扩大幼儿学校的设施和基础设施，特别是在Sumedang县的农村地区，仍然需要改进，以便在未来拥有更好的人力资源。参考文献Abdulhak, I.(2003)。Memposisikan pendidikan anak usia dini dalam system pendidikan national。PADU学报通报，Ilmiah Anak Dini Usia。雅加达:Dir。PAUD Dirjend。PLSP Depdiknas。Apriana, R.(2009)。呼邦根Pendidikan Anak Usia Dini (PAUD)，当我们有一个希望，我们有一个希望，我有一个希望，我有一个希望。Skripsi。三宝郎:迪波尼哥罗大学。Aristin, n.f.(2015)。factor - factor for yang berpengaruh terhadap anak putus sekolah tingkat sekolah Menengah Pertama (SMP) di Kecamatan Bondowoso。地理学报，20(1)。30-36。doi: http://dx.doi.org/10.17977/pg.v20i1.5009 Bappeda KabSumedang。(2015)。概况daerah Kabupaten Sumedang。(2006). Diakses melalui http://www.sumedangkab.go.id/ Berlinski, s.g, Galiani, s.s， & Gertler, P.。学前教育对小学生成绩的影响。Diakses melalui http://eprints.ucl.ac.uk/15418/ Black, m.m, Walker, s.p, Fernald, l.c.h, Andersen, c.t, DiGirolamo, a.m, Lu, C， <e:1> Grantham-McGregor, S.(2017)。幼儿发展成长:科学贯穿一生的历程。《柳叶刀》，389(10064)，77 <e:2>€90。doi: https://doi.org/10.1016/S0140-6736(16)31389-7 BPS。(2016)。统计数据显示，2016年。Kabupaten Sumedang: Badan Pusat statistics。个基点。(2016 b)。调查社会经济国民。疾病诊断https://microdata.bps.go.id/mikrodata/index.php/catalog/769陈艳，冯生(2013)。公立学校入学和中国流动儿童的教育。中国经济评论，26(1)，75 - 88。doi: https://doi.org/10.1016/j.chieco.2013.04.007 Dewi, N. A. K, Zukhri, A.和Dunia, I. K.(2014)。2012/2013年分析因素-因素间的相互关系，分析因素间的相互关系。学报，4(1)，1-12。http://ejournal.undiksha.ac.id/index.php/JJPE/article/view/1898 Engle, P. L.， Fernald, L. C.， Alderman, H.， Behrman, J.， o<e:2> - Gara, C.， Yousafzai, A.， <e:2>， S.(2011)。在低收入和中等收入国家减少不平等现象和改善幼儿发展成果的战略。《柳叶刀》，378(9799)，1339 <e:2>€1353。doi: https://doi.org/10.1016/S0140-6736(11)60889-1 Fahmi, M.， & Jewelery, p.g.n.(2015)。印尼学前教育对学业成绩的影响。经济与发展研究，2015(5):1-18。http://ceds.feb.unpad.ac.id/wopeds/201505.pdf Finnie, R.和Mueller, R. E.(2008)。家庭收入、父母教育和其他背景因素对加拿大接受高等教育的影响:来自YITS的证据。SSRN电子期刊，1<e:2> - 52。doi: https://doi.org/10.2139/ssrn.2256114 Heckman, J.(2014)。儿童早期发展是一项明智的投资。Diakses melalui https://heckmanequation.org/assets/2014/04/The20Heckman20Curve_v2.jpg Kemdikbud。（2017）. 数据摊摊摊。Diakses melalui http://dapo.dikdasmen.kemdikbud.go.id/ Lake, A.(2011)。儿童早期发展——早该采取全球行动。《柳叶刀》，378(9799)，1277 <e:2> - 1278。doi: https://doi.org/10.1016/S0140-6736(11)61450-5 Majzub, R. M， & Rashid, A. A.(2012)。学龄前儿童的入学准备情况。
AKSESIBILITAS ANAK MENGIKUTI PENDIDIKAN ANAK USIA DINI DI KABUPATEN SUMEDANG
The early age is a substantial period in human development. The long-term benefit from participating in the early childhood education programs is increasing opportunities for the children to complete their higher education in order to get the better welfare future. In Sumedang regency - the location of this study - the children’s participations in joining the early childhood education programs had not been optimized yet. Approximately 47% of the children aged 4-6 years had not participated in the early childhood education programs yet. Thus, it was significant to seek out the factors influencing the children’s accessibilities to participate in the early childhood education programs in Sumedang regency in order to find out the alternative policy to increase their accessibilities to participate in the early childhoodeducation programs. The research was conducted in 2017 using the quantitative method. The data were obtained from the “2015 Susenas†which involved 300 respondents. The data analysis was performed by using the logistic regression with the 12th version of STATA software. The findings showed that the children’s accessibilities to participate in the early childhood education programs in Sumedang regency was determined by the educational background of the head of family, the marital status of the parents, the head of the family’s income, the number of the family members, and the children’s domicile. Giving knowledge about the importance of early childhood education to the lower educational background parents and enlarging the early childhood schools’ facilities and infrastructures especially in rural areas of Sumedang regency still needed to be improved in order to have better human resources in the future.
References
Abdulhak, I. (2003). Memposisikan pendidikan anak usia dini dalam sistem pendidikan nasional. Buletin PADU Jurnal Ilmiah Anak Dini Usia. Jakarta: Dir. PAUD, Dirjend. PLSP, Depdiknas.
Apriana, R. (2009). Hubungan Pendidikan Anak Usia Dini (PAUD) dengan perkembangan kognitif anak usia prasekolah di Kelurahan Tinmojoyo Kecamatan Banyumanik Semarang. Skripsi. Semarang: Universitas Diponegoro.
Aristin, N. F. (2015). Faktor-faktor yang berpengaruh terhadap anak putus sekolah tingkat Sekolah Menengah Pertama (SMP) di Kecamatan Bondowoso. Jurnal Pendidikan Geografi, 20(1). 30-36. doi: http://dx.doi.org/10.17977/pg.v20i1.5009
Bappeda Kab. Sumedang. (2015). Profil daerah Kabupaten Sumedang. Diakses melalui http://www.sumedangkab.go.id/
Berlinski, S. G., Galiani, S., & Gertler, P. (2006). The effect of pre-primary education on primary school performance. Diakses melalui http://eprints.ucl.ac.uk/15418/
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