The Parenting Learning Process Among Mothers with Motherless Experiences Raising Children with Special Needs
DOI:
https://doi.org/10.59944/jipsi.v5i3.1332Keywords:
motherless; parenting learning; children with special needs; experiential learning; Islamic family education.Abstract
Mothers with motherless experiences face unique challenges in developing parenting competencies while raising children with special needs because the intergenerational transfer of parenting knowledge is disrupted. This study aimed to analyze the parenting learning process among mothers with motherless experiences. A qualitative study using Interpretative Phenomenological Analysis (IPA) was conducted with eight purposively selected mothers who served as the primary caregivers of children with professionally diagnosed special needs. Data were collected through semi-structured interviews, observations, and documentation, and analyzed using IPA procedures. The findings indicate that mothers reconstructed parenting knowledge through direct caregiving experiences, reflective learning, interactions with professionals and parent communities, and the internalization of Islamic family education values. These processes developed through the experiential learning cycle, leading to adaptive parenting competencies and meaningful parenting practices. The study proposes the Motherless Parenting Learning Process as a conceptual model integrating Experiential Learning Theory and Islamic family education, contributing to family education research and parenting education programs
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