A HOLISTIC SCHOOL–PARENT PARTNERSHIP MODEL IN EARLY CHILDHOOD EDUCATION: A CASE STUDY OF BINTANG QUR’ANI KINDERGARTEN BANJARMASIN

Abstract

Early childhood education plays a fundamental role in shaping children’s cognitive, social-emotional, moral, and spiritual development. One of the key determinants of Early Childhood Education quality is the strength of partnerships between schools and families. However, in many contexts, school–parent partnerships remain largely administrative rather than substantive. This study aims to examine the implementation of school–parent partnerships at Bintang Qur’ani Kindergarten in Banjarmasin and to develop a contextual, effective, and sustainable partnership model. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis involving school leaders, teachers, and parents. The findings indicate that the partnership model at Bintang Qur’ani Kindergarten in characterized by the integration of religious values, active parental involvement, and collaborative leadership practices. Supporting factors include strong school leadership, shared religious values, and intensive two-way communication. Meanwhile, barriers include parents’ limited time availability and varying levels of educational awareness. Drawing on bronfenbrenner’s ecological systems theory and epstein’s six types of parental involvement, this study proposes a holistic partnership model grounded in participatory, equitable, and sustainable principles. The proposed model contributes to the strengthening of holistic-integrative early childhood education, particularly within culturally and religiously contextualized settings.