Parental Support pada Anak Usia Dini dalam Menghafal Al-Qur’an: Integrasi Islamic Parenting dan Neuroparenting

Abstract

This study aims to explore the dimensions of parental support in assisting early childhood children in memorizing the Qur'an through the lens of House’s social support theory, while integrating it with the perspectives of Islamic Parenting and Neuroscience. This research employs a descriptive qualitative method with a case study design. Data were collected through in-depth interviews, observations, and documentation involving eight parents who have children memorizing the Qur'an at an early age. The findings indicate that parental support manifests in four dimensions of House’s social support, namely: emotional support, which includes spiritual motivation, physical affection, and space for discussion; appraisal support, which includes verbal/physical appreciation and material rewards; instrumental support, which includes the utilization of media, time management and collaboration, as well as access to course facilities; and informational support, which includes information on Qur'anic content and role modeling. A unique finding of this study reveals the presence of a neuro-spiritual convergence, wherein parents, consciously or intuitively, apply brain-friendly (neuroscience-based) parenting patterns, such as maintaining emotional regulation to optimize hippocampal performance, as a form of implementing the methods of attention and advice (ma’idzah) within Islamic Parenting.