The Dynamics of Family Education Models in Developing Children's Spirituality and Creativity
Abstract
The family education model serves as a crucial foundation for shaping children’s spirituality and creativity; however, its implementation varies even among highly educated parents. Therefore, a contextual family education model is needed that fosters spirituality and creativity while supporting children’s optimal development. The objectives of this study were as follows: (1) to analyse and identify the family education model employed by university graduate families in fostering their children’s spirituality and creativity in North Metro, Lampung; (2) to analyse and identify the parenting styles employed by university graduate families to support the development of their children’s spirituality and creativity in North Metro, Lampung; and (3) to analyse and identify the implications of implementing the family education model for the development of children’s spirituality and creativity in North Metro, Lampung. The research approach employed in this study was qualitative, with the research design being a phenomenological study involving university graduate families in North Metro, Lampung. The results of the study revealed that: (1) the first-category family education model combined spiritual values, discipline, affection, and an understanding of children’s psychological development. The second category, meanwhile, balanced spiritual, emotional, character-building, and adaptive aspects; (2) the parenting style in the first category was authoritative, whereas the second category combined authoritative and authoritarian parenting styles; and (3) the implications indicated that the first category emphasised the role of the family, positive role modelling, consistency, and holistic guidance based guidance on children’s interests. The second category demonstrated emotional closeness, support for children’s interests, and positive role modelling in shaping children’s spirituality and creativity in a balanced manner.
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