Peran Ayah dalam Pengasuhan terhadap Perkembangan Emosi Anak di Masyarakat Patriarkis TK Tanwirul Afkar

Penelitian ini bertujuan mendeskripsikan dan menganalisis peran ayah dalam pola pengasuhan di tengah masyarakat berbudaya patriarki, serta dampaknya terhadap perkembangan emosi anak usia 5-6 tahun di TK Tanwirul Afkar. Penelitian kualitatif dengan metode studi kasus ini secara spesifik melibatkan lima orang informan sebagai subjek penelitian. Pengumpulan data dilakukan melalui teknik observasi dan wawancara mendalam, yang kemudian diolah menggunakan teknik analisis model Miles dan Huberman. Hasil penelitian menunjukkan perkembanga emosi yang bervariatif. Sebagian anak menunjukkan perkembangan emosi yang sangat positif, seperti mampu meregulasi diri dan bersosialisasi dengan stabil dan sebagian lainnya mengalami hambatan pada regulasi emosi yang ditandai dengan kecenderungan sikap tantrum dan egosentris. Ketidakstabilan emosi berakar dari minimnya keterlibatan ayah akibat dari kuatnya dominasi budaya patriarki. Ayah cenderung memposisikan diri sekadar sebagai penyedia finansial, sehingga tidak hadir secara emosional. Adapun kestabilan emosi pada anak dengan hasil positif bukanlah bukti tidak butuhnya peran ayah, melainkan hasil dari upaya peran ganda figur ibu yang menanggung beban ganda pengasuhan. Kesimpulannya, kehadiran emosional ayah adalah fondasi utama perkembangan emosi anak. Sekolah disarankan merancang program edukasi yang mewajibkan partisipasi aktif ayah, seperti penyelenggaraan seminar parenting dan pembelajaran interaktif pada momen hari Ayah.

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This study aims to describe and analyze the role of fathers in parenting practices within a patriarchal community and its influence on the emotional development of children aged five to six years at Tanwirul Afkar Kindergarten. This study employed a qualitative case study approach involving five participants as the research informants. Data were collected through classroom observations and in-depth interviews and were analyzed using the Miles and Huberman interactive data analysis model.
The findings indicate that children’s emotional development varied considerably. Some children demonstrated positive emotional development, characterized by effective emotional regulation and stable social interactions, while others experienced difficulties in regulating their emotions, as reflected in frequent tantrums and egocentric behavior. Emotional instability was primarily associated with limited paternal involvement, which was influenced by the strong dominance of patriarchal cultural norms. Fathers tended to perceive their role primarily as financial providers, resulting in limited emotional involvement in child-rearing. Conversely, the positive emotional development observed in some children should not be interpreted as evidence that paternal involvement is unnecessary. Rather, it reflects the dual role assumed by mothers, who compensate for the father’s limited participation by taking on greater parenting responsibilities.
This study concludes that fathers’ emotional presence is a fundamental factor in supporting children’s emotional development. Accordingly, schools are encouraged to design parenting programs that actively involve fathers, such as father-focused parenting seminars and interactive learning activities organized to commemorate Father’s Day.