Penelitian ini membahas tentang hubungan antara psychological well-being dan keterlibatan orang tua dalam pendidikan anak disabilitas intelektual usia kanak-kanak (4-11 tahun). Partisipan penelitian berjumlah 44 orang tua yang rentang usianya dewasa muda hingga dewasa menengah, yang memiliki anak disabilitas intelektual ringan, sedang, atau Sindroma Down. Penelitian ini adalah penelitian korelasional dengan menggunakan pendekatan kuantitatif. Hasil penelitian menunjukkan terdapat hubungan yang signifikan antara psychological well-being dan keterlibatan orang tua dalam pendidikan anak disabilitas intelektual usia kanak-kanak (r = 0.665, p < 0.01). Analisis lebih mendalam menemukan bahwa dimensi personal growth dari psychological well-being memiliki sumbangan yang signifikan terhadap keterlibatan orang tua dalam pendidikan. Selain itu, psychological well-being memberikan sumbangan paling besar terhadap keterlibatan orang tua dalam pendidikan anak di rumah.

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This study discusses the relationship between psychological well-being and parent involvement in education of intellectual disability children in childhood (4-11 years old). Participants were 44 parents that ranged from young adulthood until middle adulthood, which has mild intellectual disability children, moderate, or Down syndrome. The study was a correlational study using a quantitative approach.

The results showed a significant relationship between psychological well-being and parent involvement in intellectual disability children's education (r = 0.665, p <0.01). Further analysis found that the personal growth dimension of psychological well-being has a significant contribution towards parent involvement in education. In addition, psychological well-being provide the greatest contribution of parent involvement in children's education at home.