Furthermore, after users use the design content contained in this application, they will share
their experiences on social media sites such as Instagram, WhatsApp, Line, Facebook, and others.
4 CONCLUSIONS
Parents’ concerns about wrong parenting, as well as the perception that children who attend a
boarding school will be good children, can be seen as a solution to keep monitoring child development from both the point of view of the school and of parents. By utilizing UI/UX technology, it
becomes possible for a parent to meet their child’s needs while away from home.
The design of this application was carried out during the COVID-19 outbreak, which certainly
made obtaining maximum data impossible. However, the design content that exists in the current
design can be developed not only for boarding schools, but also for playgroups or daycare.
ACKNOWLEDGMENTS
The author would like to thank Mr. KH. Ody Roshihuddin, Chairman of the Islamic Boarding
School Daar El-Qolam, for allowing us to conduct interviews, as well as the teachers of the school
who helped the process by collecting data such as questionnaires and observations in the midst of
the current pandemic. It is expected that the outcome of this research will enable parents to mee
the needs of their children by monitoring their growth and development.
REFERENCES
Azizah, Nur. 2013. Dukungan Orangtua Bagi Anak yang Belajar di Pondok Pesantren. Prosiding Seminar
Nasional Parenting. STAIN Purwokerto: 133–141.
Devi, Linggarsari, and Pihasniwati. 2017. Hubungan antara Komunikasi antara Orang Tua-Anak dengan
Penyesuaian Diri Santri di Pondok Pesantren Tradisional dan Modern. UIN Sunan Kalijaga Yogyakarta.
Fatimah, E. 2008. Psikologi Perkembangan: Perkembangan Peserta Didik. Bandung. Pustaka Setia.
Fawaid, Achmad and Hasanah Uswatun. 2020. Pesantren dan Religious Authoritative Parenting: Studi Kasus
Sistem Wali Asuh di Pondok Pesantren Nurul Jadid. Ilmu Ushuluddin 19(1):27–40.
Hasbullah, Drs. 1999. Sejarah Pendidikan Islam di Indonesia: Lintasan Sejarah Pertumbuhan dan
Perkembangan. Jakarta: PT Raja Grafindo Persada.
Katz, Adrienne. 1997. Membimbing Anak Belajar Membaca. Alih Bahasa: Liliana Wijaya. Arcan: Jakarta.
Monica, Anggita Eva. 2017. Hubungan Kelekatan Orangtua-Anak dengan Keperecayaan Diri Santri Pondok
Pesantren di Surakarta. Universitas Surakarta.
Nurjanah and Heryadi, Adi. 2020. Jurnal Psikogenesis: Kelekatan Orang Tua dan Kecerdasan Sosial pada
Remaja di Pondok Pesantren Modern. STIPSI Yogyakarta.
Soewardikoen, D. W. 2013. Metodologi Penelitian Visual. Bandung: Dinamika Komunikasi.
327
their experiences on social media sites such as Instagram, WhatsApp, Line, Facebook, and others.
4 CONCLUSIONS
Parents’ concerns about wrong parenting, as well as the perception that children who attend a
boarding school will be good children, can be seen as a solution to keep monitoring child development from both the point of view of the school and of parents. By utilizing UI/UX technology, it
becomes possible for a parent to meet their child’s needs while away from home.
The design of this application was carried out during the COVID-19 outbreak, which certainly
made obtaining maximum data impossible. However, the design content that exists in the current
design can be developed not only for boarding schools, but also for playgroups or daycare.
ACKNOWLEDGMENTS
The author would like to thank Mr. KH. Ody Roshihuddin, Chairman of the Islamic Boarding
School Daar El-Qolam, for allowing us to conduct interviews, as well as the teachers of the school
who helped the process by collecting data such as questionnaires and observations in the midst of
the current pandemic. It is expected that the outcome of this research will enable parents to mee
the needs of their children by monitoring their growth and development.
REFERENCES
Azizah, Nur. 2013. Dukungan Orangtua Bagi Anak yang Belajar di Pondok Pesantren. Prosiding Seminar
Nasional Parenting. STAIN Purwokerto: 133–141.
Devi, Linggarsari, and Pihasniwati. 2017. Hubungan antara Komunikasi antara Orang Tua-Anak dengan
Penyesuaian Diri Santri di Pondok Pesantren Tradisional dan Modern. UIN Sunan Kalijaga Yogyakarta.
Fatimah, E. 2008. Psikologi Perkembangan: Perkembangan Peserta Didik. Bandung. Pustaka Setia.
Fawaid, Achmad and Hasanah Uswatun. 2020. Pesantren dan Religious Authoritative Parenting: Studi Kasus
Sistem Wali Asuh di Pondok Pesantren Nurul Jadid. Ilmu Ushuluddin 19(1):27–40.
Hasbullah, Drs. 1999. Sejarah Pendidikan Islam di Indonesia: Lintasan Sejarah Pertumbuhan dan
Perkembangan. Jakarta: PT Raja Grafindo Persada.
Katz, Adrienne. 1997. Membimbing Anak Belajar Membaca. Alih Bahasa: Liliana Wijaya. Arcan: Jakarta.
Monica, Anggita Eva. 2017. Hubungan Kelekatan Orangtua-Anak dengan Keperecayaan Diri Santri Pondok
Pesantren di Surakarta. Universitas Surakarta.
Nurjanah and Heryadi, Adi. 2020. Jurnal Psikogenesis: Kelekatan Orang Tua dan Kecerdasan Sosial pada
Remaja di Pondok Pesantren Modern. STIPSI Yogyakarta.
Soewardikoen, D. W. 2013. Metodologi Penelitian Visual. Bandung: Dinamika Komunikasi.
327