Pengaruh kelekatan ibu-anak, stimulasi Bahasa, dan interaksi teman sebaya terhadap perkembangan bahasa anak usia prasekolah di perdesaan.

Abstract

Penelitian ini menggunakan desain cross-sectional dengan pendekatan kuantitatif eksplanatori pada 121 pasangan ibu-anak usia 3-6 tahun di Desa Wisata Ciasmara, Kabupaten Bogor. Data dikumpulkan melalui wawancara, kuesioner, dan observasi, kemudian dianalisis menggunakan uji korelasi dan Structural Equation Modeling Partial Least Squares (SEM-PLS). Hasil penelitian menunjukkan bahwa usia anak dan status pekerjaan ibu berhubungan positif dengan perkembangan bahasa anak. Kelekatan aman berhubungan dan berpengaruh positif terhadap stimulasi bahasa serta interaksi teman sebaya, sedangkan kelekatan tidak aman berpengaruh negatif terhadap interaksi teman sebaya. Stimulasi bahasa dan interaksi teman sebaya berhubungan serta berpengaruh positif terhadap perkembangan bahasa anak. Selain itu, interaksi teman sebaya memediasi pengaruh stimulasi bahasa dan kelekatan tidak aman terhadap perkembangan bahasa. Temuan ini menegaskan peran penting interaksi teman sebaya sebagai mekanisme mediasi yang mendukung perkembangan bahasa anak usia prasekolah.

This study use A quantitative explanatory approach with a cross-sectional design was employed involving 121 mother–child dyads with children aged 3–6 years in Ciasmara Tourism Village, Bogor Regency. Data were collected through interviews, questionnaires, and observations, and analyzed using correlation tests and Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results showed that child age and maternal employment status were positively associated with language development. Secure attachment was positively associated with and significantly affected language stimulation and peer interaction, whereas insecure attachment negatively affected peer interaction. Language stimulation and peer interaction were positively associated with and significantly affected language development. Furthermore, peer interaction mediated the effects of language stimulation and insecure attachment on language development. These findings highlight the important role of peer interaction as a mediating mechanism linking caregiving and social environmental factors to language development among preschool children.