Strengthening the Role of Islamic Education Institutions through the Provision of Childcare Services in Supporting Teacher Performance and Welfare at SDIT Cahaya Hati Bukittinggi

Putri Irlin Cahyani; Dian; Redi Saldijah; Yusfit Helmi; Silma Salsabila; Beny Aprius; Laras Sati Budiana

doi:10.32729/edukasi.v24i1.2441

Authors

Putri Irlin Cahyani Sunan Gunung Djati State Islamic University Bandung
Dian Sunan Gunung Djati State Islamic University Bandung
Redi Saldijah Sunan Gunung Djati State Islamic University Bandung
Yusfit Helmi Sunan Gunung Djati State Islamic University Bandung
Silma Salsabila Sunan Gunung Djati State Islamic University Bandung
Beny Aprius Ahad Media Digital (Indonesia) https://orcid.org/0000-0001-7888-8853
Laras Sati Budiana International Open University

DOI:

https://doi.org/10.32729/edukasi.v24i1.2441

Keywords:

Teacher well-being, Islamic Educational Institutions, Childcare Service, Teacher performance, Institutional Support

Abstract

Teacher well-being has become an important issue, especially for teachers balancing professional responsibilities and early childcare demands. This study examines how Islamic educational institutions translate family protection values into childcare policies and their implications for teachers’ working conditions. Using a qualitative field approach at SD IT Cahaya Hati Bukittinggi, data were collected through interviews, observations, and document analysis involving nine informants. The findings show that childcare services function not only as supportive facilities but also as structured institutional policies, such as regulated teacher access to their children and adjusted schedules for breastfeeding mothers. These policies improve psychological comfort and work stability. The study highlights childcare services as a form of family-based institutional support in Islamic education and offers practical implications for teacher well-being policies responsive to family needs.

Abstrak
Kesejahteraan guru menjadi isu penting, terutama bagi guru yang harus menyeimbangkan tanggung jawab profesional dan pengasuhan anak usia dini. Penelitian ini mengkaji bagaimana lembaga pendidikan Islam menerjemahkan nilai perlindungan keluarga ke dalam kebijakan layanan penitipan anak serta implikasinya terhadap kondisi kerja guru. Penelitian menggunakan pendekatan kualitatif lapangan di SD IT Cahaya Hati Bukittinggi melalui wawancara, observasi, dan analisis dokumen terhadap sembilan informan. Hasil penelitian menunjukkan bahwa layanan penitipan anak tidak hanya berfungsi sebagai fasilitas pendukung, tetapi juga sebagai kebijakan institusional yang terstruktur, seperti pengaturan akses guru kepada anak dan penyesuaian jadwal bagi ibu menyusui. Kebijakan ini meningkatkan kenyamanan psikologis dan stabilitas kerja guru. Penelitian ini menegaskan bahwa layanan penitipan anak merupakan bentuk dukungan institusional berbasis keluarga dalam pendidikan Islam serta memberikan implikasi praktis bagi pengembangan kebijakan kesejahteraan guru yang responsif terhadap kebutuhan keluarga.

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