| dc.description.abstract | The purpose of this study is to produce a transformative learning model in parenting education programs
organized by early childhood education institutions in changing the terms of reference for children's
education to be even better and in synergy with those carried out by educational institutions. This
research includes development model research. The results of this study are a transformative learning
model in a parenting education program that uses five components, namely (1) syntax; (2) Social
System; (3) Reaction Principle; (4) Support System and (5) Instructional Impact and Accompaniment.
The steps of Transformative Learning used in the parenting education process consist of 4 steps of field
activities, namely: (1) problem development steps; (2) critical reflection development steps; (3) location
of determination and implementation of action; and (4) assistance steps taken by educators of early
childhood education institutions to early childhood parents in the form of consultations, group
discussion activities, and face-to-face activities (class sessions). The success of transformative learning
in this parenting education program is that there is a change in the frame of reference of the parents of
early childhood which comes from themselves, and the function of educators in this transformative
learning process is as a facilitator and counselor in helping towards the change process. | en_US |
