Integrative Holistic Education: A Framework for Enhancing Early Childhood Numeracy and Literacy Development
DOI:
https://doi.org/10.35719/fenomena.v24i1.248This study aims to analyze the holistic integrative education implemented by schools to enhance early childhood numeracy and literacy. It employs a qualitative approach, seeking to reveal the meaning of improving numeracy and literacy in children. Data were collected through observation, interviews, and documentation, and analyzed using data display, data reduction, and drawing conclusions. The results indicate that holistic integrative education enhances numeracy and literacy development in children through the integration of numeracy and literacy in learning, development of social and emotional skills, parental and community involvement, and supportive learning environments. This study implies that implementing holistic integrative education that integrates numeracy, literacy, social and emotional skills, and involves parents and communities, can create a learning environment that supports overall child development. This strengthens the importance of a holistic approach in early childhood education.
Penelitian ini bertujuan untuk menganalisis tentang pendidikan holistik integratif yang diterapkan oleh sekolah dalam meningkatkan perkembangan numerasi dan literasi pada anak usia dini. Penelitian ini menggunakan pendekatan kualitatif jenis studi kasus, di mana peneliti berusaha untuk mengungkap makna tentang peningkatan perkembangan numerasi dan literasi anak. Teknik pengumpulan datanya dilakukan melalui observasi, wawancara dan dokumentasi. Analisis data dilakukan melalui display data, reduksi data dan penarikan kesimpulan penelitian. Hasil penelitian bahwa pendidikan holistik integratif yang diterapkan oleh sekolah dalam meningkatkan perkembangan numerasi dan literasi anak dilakukan melalui; pengintegrasian numerasi dan literasi dalam pembelajaran, pengembangan keterampilan sosial dan emosional, keterlibatan orang tua dan komunitas, lingkungan pembelajaran yang mendukung. Penelitian ini memberikan implikasi bahwa penerapan pendidikan holistik integratif yang mengintegrasikan numerasi, literasi, keterampilan sosial, dan emosional, serta melibatkan orang tua dan komunitas, dapat menciptakan lingkungan pembelajaran yang mendukung perkembangan anak secara menyeluruh. Hal ini memperkuat pentingnya pendekatan holistik dalam pendidikan anak usia dini.
Downloads
References
Abella, J., Kilag, O. K., Andrin, G., Tañiza, F. N., Groenewald, E., & Cordova Jr, N. (2024). Benchmarking literacy and numeracy: The contributing elements. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 2(1), 90–99.
Adams, C. R., Barrio Minton, C. A., Hightower, J., & Blount, A. J. (2022). A systematic approach to multiple case study design in professional counseling and counselor education. Journal of Counselor Preparation and Supervision, 15(2), 24.
Afreen, A., & Norton, B. (2024). Emotion labor, investment, and volunteer teachers in heritage language education. The Modern Language Journal, 108(S1), 75–100.
Asipi, L. S., Rosalina, U., & Nopiyadi, D. (2022). The analysis of reading habits using Miles and Huberman interactive model to empower students’ literacy at IPB Cirebon. International Journal of Education and Humanities, 2(3), 117–125.
Baharun, H. (2024). Quality Management in Islamic Boarding Schools: Creating Responsive Inclusive Education. Journal of Educational Management Research, 3(1).
Charteris, J., Anderson, J., & Page, A. (2024). Psychological safety in innovative learning environments: planning for inclusive spaces. International Journal of Inclusive Education, 28(5), 688–704.
Damanik, F. H. S. (2023). Mengembangkan Keterampilan Resolusi Konflik melalui Pembelajaran Sosiologi dalam Kurikulum Merdeka di Sekolah Menegah Atas. Didaktika: Jurnal Kependidikan, 12(4), 983–992.
Garaigordobil, M., Berrueco, L., & Celume, M.-P. (2022). Developing children’s creativity and social-emotional competencies through play: Summary of twenty years of findings of the evidence-based interventions “game program.” Journal of Intelligence, 10(4), 77.
Ginting, T. G. (2024). Forming a Solid Foundation: The Role of Early Childhood Education in Character Development. Solo Universal Journal of Islamic Education and Multiculturalism, 2(01), 71–82.
Hardie, P., O’Donovan, R., Jarvis, S., & Redmond, C. (2022). Key tips to providing a psychologically safe learning environment in the clinical setting. BMC Medical Education, 22(1), 816.
Hidayah, F., & Khadijah, K. (2023). Optimalisasi Perkembangan Sosial Emosional Anak Usia Dini Dalam Belajar Kelompok. INNOVATIVE: Journal Of Social Science Research, 3(5), 7942–7956.
Jeynes, W. H. (2024). A meta-analysis: The relationship between the parental expectations component of parental involvement with students’ academic achievement. Urban Education, 59(1), 63–95.
Khomairotusshiyamah, U. (2025). Quality Control in HR Management: Ensuring Accreditation in Higher Education. Evaluasi: Jurnal Manajemen Pendidikan Islam, 9(1), 142–158.
Laxman, R. (2024). Promoting Early Childhood Literacy and Numeracy: Effective Strategies for Foundational Learning. Xpertno International Journal of Interdisciplinary Research (XIJIR), 1(2), 13–22.
Manshur, U., Rozi, F., & Athiyah, T. U. (2023). Mnemonic Learning in Increasing Early Children’s Arabic Vocabulary. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 3925–3934.
McWayne, C., Hyun, S., Diez, V., & Mistry, J. (2022). “We feel connected… and like we belong”: A parent-led, staff-supported model of family engagement in early childhood. Early Childhood Education Journal, 50(3), 445–457.
Mishra, S., & Dey, A. K. (2022). Understanding and identifying ‘themes’ in qualitative case study research. South Asian Journal of Business and Management Cases, Vol. 11, pp. 187–192. Sage Publications Sage India: New Delhi, India.
Muhith, A., Astutik, A., & Mukarromah, L. (2023). Anger Management in Building Service Quality in Early Childhood Education Institutions. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5), 5460–5468. https://doi.org/10.31004/obsesi.v7i5.4158
Mustoip, S., Al Ghozali, M. I., As, U. S., & Sanhaji, S. Y. (2023). Implementation of Character Education through Children’s Language Development in Elementary Schools. IJECA (International Journal of Education and Curriculum Application), 6(2), 91–100.
Najiburrahman, N., Zamroni, Z., Mundiri, A., Fahmadia, P., & Maulida, D. (2025). Quality of Service and Customer Satisfaction from ROI in Pesantren : A BPS-Mediated Study. TEM Journal, 14(2), 1260–1268. https://doi.org/10.18421/TEM142
Pyo, J., Lee, W., Choi, E. Y., Jang, S. G., & Ock, M. (2023). Qualitative research in healthcare: necessity and characteristics. Journal of Preventive Medicine and Public Health, 56(1), 12.
Qondias, D., Dhiu, K. D., mahendra Dinatha, N., Mere, V. O., Wea, H. R., & Weti, M. O. (2024). Pendampingan Permainan Edukatif Untuk Membentuk Keterampilan Sosial Anak Usia Dini. Alamtana: Jurnal Pengabdian Masyarakat UNW Mataram, 5(1), 1–9.
Rozi, F., Aminulloh, A., Asmawati, A., & Hasanah, F. (2023). Student Egocentric Control through the Student Team Achievement Division Design. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 4599–4608.
Sabran, S., Riswadi, R., Hidayah, S. N., & Aminah, S. (2023). Learning Burnout; Teacher’s Strategy in Creating Effective Learning. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 5005–5015.
Salmona, M., & Kaczynski, D. (2024). Qualitative data analysis strategies. In How to conduct qualitative research in finance (pp. 80–96). Edward Elgar Publishing.
Schoepf, S., & Klimow, N. (2022). Collective case study: Making qualitative data more impactful. In Conceptual Analyses of curriculum inquiry methodologies (pp. 252–266). IGI Global.
Sengonul, T. (2022). A Review of the Relationship between Parental Involvement and Children’s Academic Achievement and the Role of Family Socioeconomic Status in This Relationship. Pegem Journal of Education and Instruction, 12(2), 32–57.
Shvartsman, M., & Shaul, S. (2023). The role of working memory in early literacy and numeracy skills in kindergarten and first grade. Children, 10(8), 1285.
Sofyan, A., & Saputra, A. (2022). The implementation of character education to improve social skills of elementary school students. Qalamuna: Jurnal Pendidikan, Sosial, Dan Agama, 14(2), 413–422.
Sumarno, W. K., Shodikin, A., Solikha, N. I., Pratama, N. K., & Valensiana, B. F. (2022). Integrative teaching material with project-based learning approach to improve elementary school students’ bilingual literacy and numeracy skills. International Journal of Elementary Education, 6(4), 600–611.
Syakhrani, A. W., & Aslan, A. (2024). The impact of informal family education on children’s social and emotional skills. Indonesian Journal of Education (INJOE), 4(2), 619–631.
Tañiza, F. N., Kilag, O. K., Groenewald, E., Andrin, G., Abella, J., & Cordova Jr, N. (2024). Leading the Way: A Strategic Approach to Large-Scale Educational Reform in Literacy and Numeracy. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 2(1), 47–57.
Váradi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. Sage Open, 12(1), 21582440211068500.
Wahid, A. H., Udayana, N. Z. F., & Abidin, A. A. (2024). Optimizing Independent Curriculum Management to Shape Excellent Student Character. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 9(3), 503–516.
Downloads
Section
License
Copyright (c) 2025 Nurul Hasanah, Imron Arifin, Sa'dun Akbar
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
