Indonesian Parents’ Consideration to Select Children Books in Constructing Moral Identity

Abstract

Parents believe that books are the media to enhance children’s knowledge enrichment, language development, and linguistic competencies. However, there are limited studies that envisage the involvement of parents in selecting books for their children. Current research that considers parents’ background as one of the literacy resources remains rare. This narrative inquiry explores Indonesian parents’ consideration in selecting children’s books as a means of constructing moral identity. Parents of a second-grade elementary student in Yogyakarta were the participants in this research. A semi-structured online interview sparked a discussion on what factors they consider when choosing children's books and why. The responses of parents revealed some key concerns about book choices: their experience, child’s contextual needs, and child’s interests. Furthermore, it is found that Indonesian children’s books tend to have moral fallacies that did not fit well with parents’ moral identity. As a result, parents’ book selection for the child was more into foreign publishers because they had more precise Islamic moral value representation.

Factors contributing to learning losses among primary school children: a scoping review

“…Furthermore, only two articles were found in 2020 [25], [27], while there were seven articles [12], [19], [20], [22], [28], [29], [31] were found in 2021 in relation to parental involvement, mother tongue, distance learning, economic, socio-economic status, school closure, rotational timetabling schedules. As for 2022, five articles [17], [18], [23], [26], [30] were related to the topic of the study. In 2023, four articles were found [13], [14], [16], [21] that discuss teacher's support, teacher performance competencies, summer vacation, and parental involvement respectively.…”

“…As to the distribution by country, the highest number of studies were conducted in Indonesia with n = 4 [14], [18], [20], [21] and South Africa with n=3 [15], [19], [31] respectively. Meanwhile, nine countries, namely India [25], Nigeria [24], Malaysia [27], United Kingdom [28], Canada [12], Pakistan [29], Finland [26], China [23], and Mexico [30] were recorded with one study for each country.…”

“…Stepwise multiple regression analysis Parental involvement Baş [16] Turkey Meta-analysis model Summer vacation Sonnenschein et al [17] United States Exploratory study Learning environment Mufti [18] Indonesia Semi-structured, online interview Parents' consideration of book selection Vos and Fouché [19] South Africa Non-empirical research, literature review…”

“…A total of n=5 studies [12], [14], [17], [25], [28] employed observation as instrument. In addition, n=8 studies [12], [17], [18], [20], [21], [24], [27], [30] used interviews and semi-structured interviews as part of the study pertaining to learning losses. Of the 17 qualitative studies, n=3 [13], [16], [19] were conducted using literature search and meta-analysis.…”

“…Results from n=3 studies [29]- [31] show the educational impact on learning loss. Furthermore, the findings on teacher and school factors were discovered in n=2 studies [14], [19] and the socio-political factors [16], [18], [25], [28] were provided in n=4 studies.…”