| dc.description.abstract | The quality of children's educational output starts from an early age within the home and the learning ecosystem which colors them. In fact, current social discourse shows the trend of alpha generation parents being enthusiastic about enrolling their children in elementary school even though they do not have the readiness yet needed for a successful transition from pre-school level. On the other hand, readiness is a children main capital in following a series of learning and achieving achievements throughout the span of education throughout their life. This research design is very important as material for consideration and intervention in improving the quality of early childhood education, as well as making the Preschool-Elementary transition movement success. This research examines (1) the role of school climate in predicting school readiness, (2) the role of parental parenting in predicting school readiness, and (3) the role of school climate and parental parenting in predicting school readiness of national plus pre-school students. The sample in this study was 100 kindergarten students. The sampling method used Accidental Sampling and a Likert scale was used to collect data. Measuring school readiness uses the Nijmeegse Schoolbekwaamheids Test (NST) psychological test tool, while modifications to the measuring tool are carried out on the school climate and parenting style scales. Data testing was carried out using logistic regression analysis with the SPSS 26 program. The research results showed that (1) School climate plays a positive role in predicting school readiness; (2) Parenting style plays a positive role in predicting school readiness; and (3) School climate together with parenting style play a positive role in predicting school readiness. The findings show that school climate and authoritative parenting style play a major role in increasing the readiness of national plus pre-school students entering elementary school. | en_US |
