Implementation of 13-Year Compulsory Education through Holistic Integrative Early Childhood Education: A Developmental Psychology Perspective
Abstract
One of the government's efforts to expand education in Indonesia is the emergence of a 13-year compulsory education (WAJAR-13), this is through the mandatory one-year preschool education. The foundation is to place holistic integrative early childhood education (PAUD) as a form of learning readiness and support the equitable distribution of quality education services. The purpose of this study is to analyze the implementation of the 13-year compulsory education (WAJAR-13) through Holistic integrative PAUD from a developmental psychology perspective in Gresik district, as well as to identify supporting factors and challenges experienced during its implementation. A qualitative approach with a case study method was used in this study, informants in this study were the government, education office, PAUD managers and educators and the parent. In-depth interviews, observation and documentation are the initial stages in data collection technique. As for data analysis techniques, we use Data Condensation, Data Presentation and Drawing and Verifying Conclusions. The data validaty techniques employ credibility, transferability, dependability dan confirmability. This research resulted in the implementation of 13 years of compulsory education with reinforcement in holistic integrative early childhood education which strongly supports the preparation of children through strengthening their cognitive, emotional, language, moral and physical-motor development. However, the implementation still faces many challenges, including limited resources, uneven institutional capacity, and minimal understanding among parents. This research emphasizes that the developmental psychology perspective is able to provide a strong scientific basis in optimizing the implementation of 13 years of compulsory education through holistic integrative PAUD which can later increase children's readiness to learn and children's development in a sustainable manner.
References
Abd. Hadi, Asrori, & Rusman. (2021). Penelitian Kualitatif Studi Fenomenologi, Case Study, Grounded Theory, Etnografi, Biografi (Pertama, Vol. 1). CV. Pena Persada.
Afrizal, A., Ritonga, M., & Yulitri, R. (2025). Implementasi Program Pengembangan Anak Usia Dini Holistik Integratif pada RA Se Sumatera Barat: Analisis Kesenjangan Layanan dan Hambatan Lintas Sektor. Indonesian Journal of Counseling and Development, 7(2), 330–347. https://doi.org/10.32939/ijcd.v7i2.6293
Astuti, W., & Triani, L. (2024). Peran Pendidikan Anak Usia Dini Dalam Menunjang Perkembangan Kognitif Dan Sosial Anak. https://ejurnal.undana.ac.id/index.php/eceds/article/view/18733/7569
Damayanti, E., Nurhasanah, N., Nurafia, N., & Kamal, E. E. (2019). Deteksi Dini Pencapaian Perkembangan Anak Usia 2-3 Tahun Berdasarkan Standar Nasional Pendidikan Anak Usia Dini. Nanaeke: Indonesian Journal of Early Childhood Education, 2(1), 10. https://doi.org/10.24252/nananeke.v2i1.9224
Den Ayu Ligina, B., Suarta, I. N., & Nurhasanah, N. (2022). Implementasi PAUD HI (Holistik Integratif) Pada TK di Kabupaten Lombok Barat Tahun 2022. Jurnal Ilmiah Profesi Pendidikan, 7(3), 1197–1207. https://doi.org/10.29303/jipp.v7i3.733
Fidesrinur, F., Riza, E., & Fitria, N. (2022). Pola Keterlibatan Orang Tua Dalam Pengembangan Anak Usia Dini Holistik Integratif (PAUD HI) DI Jakarta Selatan Dan Depok. Jurnal Ilmiah Potensia, 7(2), 127–144. https://doi.org/10.33369/jip.7.2.127-144
Fitriyah, F., Formen, A., & Suminar, T. (2022). Implementasi PAUD Holistik Integratif dalam Upaya Penguatan Sumber Daya Manusia Unggul. https://proceedings.unnes.ac.id/snpasca/article/view/1505/989
Hastuti, R., Nurjan, S., & Muttaqin, A. (2025). The Implementation of the Merdeka Curriculum in Early Childhood Education at Bulukerto Nature Play Group: Implementasi Kurikulum Merdeka pada Pendidikan Anak Usia Dini di Kelompok Bermain Alam Bulukerto. SALIHA Jurnal Pendidikan Agama Islam, 8(1), 52–66. https://doi.org/10.54396/saliha.v8i1.1636
Herdiyana, R., Nuryani, P., & Miftahudin, U. (2024). Harapan Orangtua Terhadap Anak Pra-Sekolah Dapat Dilihat Dari Perspektif Psikologi Perkembangan Anak. https://journal.albadar.ac.id/index.php/BANUN/article/view/200
Ito, M. A., & Formen, A. (2026). Tantangan dan Strategi Implementasi PAUD Holistik- Integratif: Studi Literatur 2015-2025. https://journal.Walisongo.Ac.Id/Index.Php/Joecce/Article/View/29582
Marinda, L. (2020). Teori Perkembangan Kognitif Jean Piaget Dan Problematikanya Pada Anak Usia Sekolah Dasar. An-Nisa Jurnal Kajian Perempuan dan Keislaman, 13(1), 116–152. https://doi.org/10.35719/annisa.v13i1.26
Maulida, S. (2025). Implementasi Tahap Praoperasional dalam Pembelajaran Anak Usia 4–6 Tahun Berdasarkan Teori Jean Piaget. https://jurnal.staimaba.ac.id/index.php/ipaud/article/view/32
Mufarochah, S. (2020). Pentingnya Pendidikan Moral Pada Anak Usia Dini Dimasa Pandemi. AT-THUFULY : Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 80–89. https://doi.org/10.37812/atthufuly.v1i1.182
Qomaruddin, & Sa’diyah, H. (2024). Kajian Teoritis tentang Teknik Analisis Data dalam Penelitian Kualitatif: Perspektif Spradley, Miles dan Huberman. Journal of Management, Accounting, and Administration, 1(2), 77–84. https://doi.org/10.52620/jomaa.v1i2.93
Rahayu, E. C., Adistia, B., Fahirah, J., Jannah, L. F., & Fadlillah, M. (2025). Peran Orang Tua dalam Pendidikan Dasar Anak dari Perspektif Sosiokultural. https://www.mediaarrahman.com/ojs/index.php/jpep/article/view/260/188
Ramadan Lubis, Dicky Chandra Lubis, Muhammad Falih Daffa, Namira Sazkia, Pramudia Ananda, Rizka Rahman Tanjung, & Windi Melisa. (2025). Karakteristik Perkembangan Anak Usia 4 Tahun. Khirani: Jurnal Pendidikan Anak Usia Dini, 3(1), 66–75. https://doi.org/10.47861/khirani.v3i1.1534
Sabani, F. (2019). Perkembangan Anak-anak Selama Masa Sekolah Dasar (6 – 7 Tahun). 8(2). chhttps://d1wqtxts1xzle7.cloudfront.net/100956972/53-libre.pdf?1681195689=&response-content-disposition=inline%3B+filename%3DPerkembangan_Anak_anak_Selama_Masa_Sekol.JLOHF5GGSLRBV4ZA
Salehudin, M., & Asiyani, G. (2022). Systematic Literature Review: Holistik Integratif Berbasis ICT Pada PAUD Di Indonesia. Journal of Instructional and Development Researches, 2(6), 223–233. https://doi.org/10.53621/jider.v2i6.166
Siti Fatimah Soenaryo, Susanti, R. D., & Beti Istanti Suwandayani. (2024). Tinjauan Kesiapan Belajar dalam Proses Transisi Pendidikan Anak Usia Dini ke Sekolah Dasar. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 5(1), 98–112. https://doi.org/10.19105/kiddo.v5i1.11452
Sugiyono. (2024). Metode Penelitian Kuantitatif, Kualitatif dan R&D (2024 ed.). Alfabeta.
Sulaiman, U., & Ardianti, N. (2019). Tingkat Pencapaian Aspek Perkembangan Anak Usia 5-6 Tahun Berdasarkan Standar Nasional Pendidikan Anak Usia Dini. https://journal.uin-alauddin.ac.id/index.php/nanaeke/article/view/52-65/6484
Susanti, U. V., Amiliya, R., & Piaud, P. (2024). Urgensi Masa Golden Age Bagi Perkembangan Anak Usia Dini. 7(2).
Tri Wahyudi Ramdhan. (2025). Metode Peneliatian Kualitatif (Teori, Teknik, dan Aplikasi). https://jurnal.staidhi.com/index.php/pressstaidhi/en/article/download/353/261
Tri Wisudaningsih, E. (2024). Histori psikologi perkembangan dan teori perkembangan anak. BAHTSUNA: Jurnal Penelitian Pendidikan Islam, 6(1), 68–76. https://doi.org/10.55210/bahtsuna.v6i1.455
Wahyudi, M., Arisanti, F., & Muttaqin, M. ‘Azam. (2024). Pendekatan Holistik Dalam Pendidikan Anak Usia Dini: Menyelaraskan Aspek Kognitif, Emosional dan Sosial. Journal Of Early Childhood Education Studies, 4(1), 33–72. https://doi.org/10.54180/joeces.2024.4.1.33-72
Yuliantina, I. (2024). Implementasi Kurikulum PAUD dalam Mendukung Transisi PAUD-SD. Efektor, 11(2), 135–143. https://doi.org/10.29407/e.v11i2.23919
Copyright (c) 2026 siti mufarochah 09
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
