PENDIDIKAN DAN KETERLIBATAN MASYARAKAT DALAM PEMBELAJARAN ANAK USIA DINI: SYSTEMATIC LITERATURE REVIEW

Abstract

The "Tri-Center of Education" concept demands synergy among the family, school, and community in early childhood education; however, various studies indicate that such involvement remains unbalanced in practice and lacks conceptual integration. This study aims to synthesize the forms of family and community involvement along with their supporting and inhibiting factors in fostering early childhood learning through the Tri-Center of Education framework. Employing a qualitative approach based on a literature review, the study analyzes scholarly literature published over the last five years using content analysis techniques involving data reduction, presentation, and conclusion drawing. The findings reveal that family involvement typically manifests through parenting programs, parent meetings, and home-based learning support, whereas community involvement largely develops through socio-cultural community empowerment approaches. Despite this, both forms of involvement often operate in isolation and are rarely integrated into a cohesive Tri-Center of Education framework, with distance, time constraints, and a lack of understanding serving as primary obstacles. This research presents an integrated conceptual framework that links Ki Hajar Dewantara’s Tri-Center of Education philosophy with contemporary family-community partnership models, providing a practical reference for early childhood education institutions to design more holistic partnership programs