School readiness as a central correlate of social confidence and family involvement across three Islamic preschools in Indonesia

Islamic early childhood education situates children's development within school and family relationships. This cross-sectional correlational study examined the relationships among school readiness, social confidence, and family involvement in 128 children aged 5–7 years from three Islamic preschools in Indonesia. Teacher ratings of 42 Preschool Behavioral and Emotional Rating Scale (PreBERS) items were scored using a locally adapted binary format (0 = No; 1 = Yes). Spearman correlations showed positive associations between school readiness and social confidence (ρ = .640), school readiness and family involvement (ρ = .509), and social confidence and family involvement (ρ = .484), all p < .001. In simultaneous regression, only school readiness had a significant unique association with social confidence (β = .514, p < .001; R² = .334). Total scores differed across schools (H(2) = 19.13, p < .001), but only the difference between Schools 2 and 1 remained significant after Bonferroni correction. Binary scoring and ceiling effects limit score interpretation. Abstrak Pendidikan anak usia dini Islam menempatkan perkembangan anak dalam hubungan antara sekolah dan keluarga. Penelitian korelasional potong lintang ini menganalisis hubungan antara kesiapan sekolah, kepercayaan diri sosial, dan keterlibatan keluarga pada 128 anak usia 5–7 tahun dari tiga prasekolah Islam di Indonesia. Penilaian guru terhadap 42 butir Preschool Behavioral and Emotional Rating Scale (PreBERS) menggunakan format biner hasil adaptasi lokal (0 = Tidak; 1 = Ya). Korelasi Spearman menunjukkan hubungan positif antara kesiapan sekolah dan kepercayaan diri sosial (ρ = 0,640), kesiapan sekolah dan keterlibatan keluarga (ρ = 0,509), serta kepercayaan diri sosial dan keterlibatan keluarga (ρ = 0,484), seluruhnya p < 0,001. Dalam regresi simultan, hanya kesiapan sekolah yang memiliki hubungan unik signifikan dengan kepercayaan diri sosial (β = 0,514; p < 0,001; R² = 0,334). Skor total berbeda antarsekolah (H(2) = 19,13; p < 0,001), tetapi setelah koreksi Bonferroni, hanya Sekolah 2 dan Sekolah 1 yang berbeda signifikan. Skala biner dan efek langit-langit membatasi interpretasi skor.