To see the other types of publications on this topic, follow the link: Education Parent participation Indonesia.
Journal articles on the topic 'Education Parent participation Indonesia'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Education Parent participation Indonesia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Rusmadji, Aloysius, Tri Joko Raharjo, and Rustono . "School-Family Interagency to Enhance Students’ Active Participation." International Journal of Research and Review 8, no. 9 (September 23, 2021): 318–26. http://dx.doi.org/10.52403/ijrr.20210942.
Full textAbstract:
Partnership is considered the key to the education and school improvement. In Indonesia, Law no 3 of 2003 articulates that the school-family partnership is a priority program to improve the quality of education. This study examined a model of the teacher-parent collaboration to increase the students’ active participation in the learning process for schools situated in poor villages and parental low education (82%) in remote villages of Regency Keerom, Papua, Indonesia. The results of the multivariate analysis indicated that interactive monitoring has significant effect (.265) on students’ participation in the learning process in the classroom, while parenting or direnct accompaniment of the parents to their children during the learning at home has greater effect (.415) We conclude, therefore, school-family partnership, a combination of monitoring-accompaniment, is a boost for children to actively participate in the learning process in school. Keywords: partnership, interactive monitoring, parenting, active participation.
2
Purwanti, Dwi. "The Role of Student’s Parents in Education at Public Elementary School 3 of Jatiluhur." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 70. http://dx.doi.org/10.20961/shes.v2i1.36176.
Full textAbstract:
Educational development in Indonesia needs the participation of parents and the community and the school itself. These three elements must work together in an effort to realize the goals of education in schools. Parents of students were originally only concentrated in supporting the education of children in the family, now it is developing in the involvement of parents in the administration of education in schools, including those that occur in SD Negeri 3 Jatiluhur. This study focuses on: (1) what is the role of parents in education ?; (2) what is the form of parental participation in SD Negeri 3 Jatiluhur? The results of this study include: (1) the participation of parents in education, namely the involvement of parents in organizing their children's education in schools; (2) the form of parental participation in SD Negeri 3 Jatiluhur is to attend meetings held by the school, attend the parent / guardian class, become a member of the school committee, as a companion to extracurricular activities, play an active role in the activities carried out by the school committee, play an active role in the activities of Strengthening Children's Character Education in schools.
3
Parker, Lyn, and R. Raihani. "Democratizing Indonesia through Education? Community Participation in Islamic Schooling." Educational Management Administration & Leadership 39, no. 6 (November 2011): 712–32. http://dx.doi.org/10.1177/1741143211416389.
Full textAbstract:
In 1998, Indonesia embarked on a journey to democracy. This journey involved the decentralization of education from 2002. The new school-based management (SBM) system required greater community and parental participation in schools—thereby, it was hoped, contributing to a deepening of democracy. Islamic schools ( madrasah) also adopted this policy reform. Here we present the findings of our research into community participation in madrasah in Indonesia. One of our principle findings, and concerns, is the low level of parental and community participation in madrasah governance. Parents feel they have no place in school governance or in teaching and learning. There is a concentration of power in the hands of principals, teachers and school founders (of private madrasah). In general, participation by teachers in madrasah governance is increasing. Also, there are examples of excellent madrasah, where the principals devolve power and responsibility to other teachers, cooperate with parents and community leaders, model exemplary behaviour and institutionalize a clear vision. The decentralization of education in Indonesia has not uniformly empowered citizens to become more involved in Islamic schools. The question remains how to extrapolate from practices at excellent madrasah to effectively articulate community enthusiasm for Islamic schooling and school governance nationwide.
4
Karsidi, Ravik, Rahesli Humona, Atik Catur Budiati, and Waskito Widi Wardojo. "Parent Involvement on School Committees as Social Capital to Improve Student Achievement." Excellence in Higher Education 4, no. 1 (January 15, 2014): 1–6. http://dx.doi.org/10.5195/ehe.2013.81.
Full textAbstract:
This study explores how the participation of parents on school committees improves student achievement. In decentralized education systems like the one in Indonesia, parents’ participation has become a focal point for improving the quality of education. The data for this study were collected using questionnaires distributed to 250 students in state senior high schools, selected by quota-purposive sampling. The qualitative findings of this research are threefold: most parents participated in student learning only by providing material aspects, such as tuition and books; most parents had a misconception that it was the school that should solely be responsible for the education of their children; busy parents tended to ignore the progress of their children’s learning. In order to create social capital for their children, parents need to be active in the learning process, cooperate with school officials, and get involved in the planning of social activities.
5
Rahman, Ahmad Ardillah. "Decentralised Education Policy in Indonesia." Exchanges: The Interdisciplinary Research Journal 6, no. 2 (April 30, 2019): 30–47. http://dx.doi.org/10.31273/eirj.v6i2.240.
Full textAbstract:
This review aims to discover and investigate using available literature, the advantages and the challenges of changing the educational policy from a centralisation to a decentralisation, particularly to look at more closely on teachers’ readiness toward the new educational transformation in Indonesia. Since 2003, with the introduction of decentralisation in Indonesian educational system, teachers and principals have been given more influence and authorities to manage their educational practices. However, there are some problems and challenges faced by teachers and the government in implementing the system. Therefore, this review evaluates benefits and obstacles of the implementation of decentralisation in Indonesian contexts. Findings of this study were gained through a synthesis research where the current empirical studies surrounding the notion of decentralised education were descriptively analysed, integrated and synthesised. It reveals that while the decentralisation has offered several promises that might contribute to the better movement of educational practices, the decentralised education system in Indonesia is still distrait by uneven teachers’ quality, low commitments of teachers and principals, and the poor participation of parents and local societies in succeeding the school committee program. Therefore, in order to succeed the transformation, this review concludes that promoting continual teachers’ education and training, creating teachers’ professional career pathway, and encouraging local monitoring for teachers are fundamental aspects to be developed.
6
Sumarsono, Raden Bambang, Ali Imron, Bambang Budi Wiyono, and Imron Arifin. "Parents’ Participation in Improving the Quality of Elementary School in the City of Malang, East Java, Indonesia." International Education Studies 9, no. 10 (September 28, 2016): 256. http://dx.doi.org/10.5539/ies.v9n10p256.
Full textAbstract:
<p class="apa">This research aims at describing parents participation in improving the quality of education of elementary schools viewed from the school substance and management. This is a qualitative research using phenomenology approach. The research design employed is comparative multicase involving four elementary schools in Malang city, East java, Indonesia. The choice on the researched schools are based on the recommendation from education office with regard to the school quality. The data collection is done by using in-depth interviews, observation, and document related to the parents participation in improving the quality of elementary school education. The analysis is conducted using flow model involving the stage of individual case analysis using flow model, which is then continued to cross cases data analysis which is done simultaneously. The result of data analysis found that parents participation in improving the quality of education of elementary schools is manifested in the aspects of learning, students affair, facilities and infrastructure, public relations, educational finance, and school personnel.</p>
7
Rohmatusyadiyah, Mamah. "Implementasi Pelibatan Keluarga Dalam Penyelenggaraan Pendidikan Melalui Program “Kepo” Di TK At-Taqwa." Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak 1, no. 2 (August 31, 2020): 144. http://dx.doi.org/10.47453/hadlonah.v1i2.178.
Full textAbstract:
Family engagement in education has important in the role and strategies for supporting the National Education of Indonesia goals. The aims of the research are to seek parents participation in the implementation of education at Kindergarten At-Taqwa, facilitate the existence of parents in school to be more useful, and provide religious knowledge, parenting styles and life skills. The research method used a qualitative descriptive approach through classroom action activities by involving 50 students, 50 parents, and 5 educators at TK AT-TAQWA. The result of this research is that the KEPO parent association at At-Taqwa Kindergarten was formed to coordinate various activities in an effort to involve the role of the family in school education. Parent association activities that are carried out consistently can increase the knowledge and skills of parents and strengthen the relationship between mother and child.
Abstrak
Pelibatan keluarga pada penyelenggaraan pendidikan adalah bagian penting dan strategis dalam mendukung penyelenggaraan pendidikan untuk mencapai tujuan pendidikan Nasional. Tujuan penelitian yaitu mengupayakan partisipasi aktif orang tua dalam penyelenggaraan pendidikan di TK At-Taqwa, memfasilitasi keberadaan orang tua di sekolah agar lebih bermanfaat, dan memberikan pengetahuan agama dan pola asuh anak serta keterampilan hidup. Metode penelitian menggunakan pendekatan deskriptif kualitatif melalui kegiatan tindakan kelas dengan melibatkan sebagai sampel 50 siswa dan 50 orang tua siswa serta 5 pendidik di TK AT-TAQWA. Hasil dari penelitian ini adalah bahwa paguyuban orang tua TK At-Taqwa dibentuk untuk mengkoordinasikan berbagai kegiatan dalam upaya melibatkan peran keluarga dalam pendidikan di sekolah. kegiatan paguyuban orang tua atau program KEPO yang dilaksanakan secara konsisten dapat menambah pengetahuan serta keterampilan orang tua dan memperat hubungan ibu dan anak
8
Winingsih, Lucia H., Iskandar Agung, and Agus Amin Sulistiono. "Talent Management Based-Education: Indonesian Case." Mediterranean Journal of Social Sciences 11, no. 3 (May 10, 2020): 79. http://dx.doi.org/10.36941/mjss-2020-0032.
Full textAbstract:
This study aims to determine the effect variables on the implementation of talent management of based education (TMBE). The paper is part of the results study in 3 (three) cities in DKI Jakarta, Banten, West Java Province, Republic of Indonesia with a sample of three senior high schools each taken by purposive technique, especially good criteria and have teacher guidance and counseling status. From each school 20 high school teachers were randomly drawn to answer the questionnaire distributed to them. The questionnaire was previously validated and reliable using the product moment test criteria from Pearson and Cronbach Alpha with the help of the SPSS program version 24.0. Data is processed and analyzed using the Structural Equation Modeling (SEM) approach using the Lisrel 8.70 program. The study resulted that the provincial government policy variables (PDS), school conditions (SC), teaching activities (LT), teacher guidance and counseling (GC) functions, and parent participation (PP) had a direct positive effect on the TMBE, Cultural Values (CV), and National Education (NE) variables. The indirect effect of PDS, SC, LT, GC, PP on TMBE is greater through CV and NE, then TMBE has a positive effect on Student Outcome (SO). It is recommended that TMBE implementation requires a holistic approach taking into account the variables and all the indicators studied. Ignoring one or more variables and trend indicators will influence the success or failure of talent-based education management and in turn will have an impact on student achievement (SO).
9
Handayani, Erna, Sri Wahyuni, and Wanda Nugroho Yanuarto. "Implementation of the new higher education curriculum in Indonesia: perceptions and participation in the process." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 3 (April 30, 2022): 237–49. http://dx.doi.org/10.20525/ijrbs.v11i3.1713.
Full textAbstract:
According to the objectives of this study, perceptions, and participation of the user community in responding to policy "Independent Learning Program – Independent Campus (MBKM)" will be determined. The quantitative approach used in this study was centered on the survey as the research design chosen for the study. It surveyed 593 members of the user community, who included lecturers, students, stakeholders, and parents, among other people. The structural equation model statistical analysis is used for data analysis. On the other hand, perceptions and participation are variables that have been observed. In this study, the relationship between perception and participation among the user community in responding to the policy of the MBKM program in Indonesia was investigated using quantitative methods. The following research procedures were used: (1) Exploratory Factor Analysis (EFA) was used to determine the factor analysis of each construct; perceptions and participation; (2) Confirmatory Factor Analysis (CFA) was used to construct the instrument in order to obtain a fit model; and (3) Structural Equation Model (SEM) was used to determine the relationship between perceptions and user participation. The fit index test was performed using the following model criteria: Chi-Square, Chi-Square/df, TLI, CFI, NFI, and RMSEA. In addition, the following are the findings of this study: (1) The EFA analysis revealed that the perceptions construct contained three valid sub-constructs, while the user participation constructs contained four valid sub-constructs; (2) The CFA analysis revealed that there was a strong link between the three sub-constructs of perceptions and the four valid sub-constructs of user participation (benefits, convenience, and beliefs; 0,943; 0,970; 0,870 respectively).
10
Sofya, Rani, Menik Kurnia Siwi, and Oknaryana Oknaryana. "Kondisi Sosial Ekonomi Siswa Putus Sekolah." JURNAL INOVASI PENDIDIKAN EKONOMI 8, no. 2 (December 11, 2018): 90. http://dx.doi.org/10.24036/011024540.
Full textAbstract:
The Competitiveness of Indonesian Humans according to Business World In 2018 it was ranked 45th out of 63 countries,and meaning that Indonesian lower than neighboring countries such as Malaysia. To improve competitiveness, education is needed for the people of Indonesia. Various policies have been implemented to increase education participation. In fact there are still students who drop out of school at all levels of education in Indonesia. The research was conducted to identify the characteristics of the socio-economic conditions of families dropping out of school in the city of Padang. The study was conducted by distributing questionnaires to 36 students who dropped out of school. Based on the data obtained it is known that students who drop out dominantly come from families with low and middle income economies. Parents of dominant students have primary and secondary education. The work of parents who drop out of school is mostly farmers, fishermen and laborers. Based on these results it is recommended that students and families shoul be have a strong commitment to the importance of education so that they can improve family conditions so that they can emerge from the vicious circle of poverty.
11
Hakim, Lukman. "The Participation of the Community in Enhancing Education Quality." Attractive : Innovative Education Journal 2, no. 1 (April 29, 2020): 177. http://dx.doi.org/10.51278/aj.v2i1.34.
Full textAbstract:
The existence of a school community is very important in order to promote effective education, it aims to mobilize and improve the quality of education in accordance with the needs of the community. The existence of the school communities which represented in the school committee is a basis that is able to make a major contribution to the implementation of learning in schools/madrasas. However, in reality, the function of the school committee in Indonesia, especially in primary schools in NTB, still cannot be carried out to the fullest. This study used a qualitative research approach, a type of case design using a multi-case design. Data collection is done through observation, interviews, and documentation. Data sources were obtained from school principals, teachers, Foundation administrators, parents, and school committees. Data analysis across cases is explanatory. Data analysis starts from a single case and then inter-case analysis. Data were analyzed by checking the data from the form of dominant and less dominant analysis. Checking the validity of the data is done through credibility, transferability, dependability and confirmation. The results of the study shown that; 1) the form of community participation are contributive and consultative. The findings of this study are the development of community participation with basically comprehensive community, the initiative can be define as advisory agency, supporting, controlling and legislator. The concept enables the creation of a superior program and god images of institutions.
Keywords: Enhancing Education Quality, Elementary School
12
Husnaini, M., Irnie Victorynie, and Noor Amili. "Model of religious character education: A case study in Al-Hilal Islamic Primary School Bekasi, Indonesia." Journal of Social Studies (JSS) 16, no. 2 (September 29, 2020): 103–20. http://dx.doi.org/10.21831/jss.v16i2.34706.
Full textAbstract:
Presidential Regulation Number 87 of 2017 Article 2 states that character education must be the leading spirit in Indonesia's delivery of education. This study aims to describe the religious character education model implemented at Al-Hilal Islamic Primary School Bekasi, which is supported by students' parents' participation to build a learning process that not only produces an output of students who can graduate from school but also produce students who have religious characters. This research uses a qualitative approach with the type of case study method. The data collection techniques used were interviews, observation, and documentation. The results are the synergistic relationship and active role of all parties; in this case, the school and parents have successfully shaped the Islamic religious character. Students' character is built on a strong foundation from the family and strengthened through the Islamic education system in schools.
13
Munadi, Muhammad, and Khuriyah. "The extracurricular activities and student development of secondary school: Learning from Indonesia." International Journal of Education and Practice 11, no. 1 (January 4, 2023): 23–34. http://dx.doi.org/10.18488/61.v11i1.3245.
Full textAbstract:
Islamic education (Madrasah) mostly accepts students with economic backgrounds whose parents are poor. their psychological performance is low as they lack self-confidence, and also lack achievement motivation. In strengthening psychological performance, it can be intervened through students’ participation both in student organizations and extracurricular activities in school. This study aimed to determine the development of positive values in students at the educational unit level and the follow-up of its development at the ministerial level. This research used descriptive qualitative approach by observing, interviewing and collecting supporting documents. Research subjects and informants were sampled from the education unit level and the ministry level. Data validity was performed by triangulation sources and methods, while data analysis method employed interactive analysis. The results indicate that the development of positive values in students at the educational unit level includes academic skills development, social-emotional development, leadership development and self-confidence in all areas of extracurricular activities. Follow-up development at the ministerial level is in the form of competitions within the framework of developing these skills. This finding explains the importance of extracurricular activities to improve a positive personality and the character of Islamic secondary school students. With this, every school must try to encourage and design the right steps for students involved in extracurricular activities.
14
Bandur, Agustinus. "Stakeholders’ responses to school-based management in Indonesia." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1082–98. http://dx.doi.org/10.1108/ijem-08-2017-0191.
Full textAbstract:
Purpose The purpose of this paper is to explore the key determinants of effective school-based management (SBM) for improved teaching−learning environments and student achievements, while identifying the major reasons as to why poor implementation of SBM is associated with lower student achievements. Design/methodology/approach Both dimensions of quantitative and qualitative research were applied for the purpose of this study with active participation of 334 school stakeholders, including principals, teachers, parents, and school council members. In addition to the survey, 33 Interviews and FGDs were conducted with the participation of 61 key informants. These were followed by an examination of school documents, including students’ national examination results. Findings This study concludes that SBM drives the emergence of decision-making authority of principals, the presence of participatory school decision-making, and high involvement of school council for better teaching and learning environments. In turn, effective implementation of SBM policy is associated with healthier teaching−learning environment and better student academic achievements. However, less effective implementation of SBM is due to lack of proper understanding of the school stakeholders that resulted in lower academic achievement. Practical implications Adequate provisions of training on the part of school council members and school principals are required for significant results of SBM policy and programs for improved teaching–learning environment and increased student achievements. The training focuses on, among others: school leadership, school development planning and changing roles of school leaders under SBM reform. Originality/value This study builds on global and Indonesian developments of the decentralized education through SBM model. This study is highly significant in addressing the current debates in existing literature about whether or not SBM has resulted in school improvements and higher student achievements. Practically, this study provides adequate insight to educational leaders, policy makers and international donor agencies in demonstrating why SBM is effective in particular school settings as well as why SBM policy and programs are not effectively implemented in other schools that resulted in lower student achievements.
15
Hamu, Fransiskus Janu, Sukestiyarno Sukestiyarno, Tri Joko Raharjo, and Titi Prihatin. "Synergistic Partnership Model to improve the Quality Management of Religiously Affiliated High Schools in Central Kalimantan, Indonesia." Research Horizon 1, no. 5 (October 29, 2021): 207–16. http://dx.doi.org/10.54518/rh.1.5.2021.207-216.
Full textAbstract:
This study aims to describe the implementation of school partnerships, benefits, supporting factors, and inhibitors associated with the quality of Catholic High School education in Central Kalimantan Province. The study uses a qualitative approach and is conducted on a small scale. The sample consisted of 20 people, namely principals, teachers, parents, alumni desks, school committees, and the government. All information belongs to 5 Catholic Senior high schools in Central Kalimantan Province in Indonesia. All informants agreed to follow the study. Information collected from study participants used semi-structured interviews. The results showed that the synergistic partnership model has not been applied in the scope of Catholic Senior High School educational institutions in Central Kalimantan Province The participation of parents, communities, alumni ties, the government, and industry is very low due to limited access and lack of information about the existence of schools. Exclusive attitude and minder become a factor inhibiting the relationship of partnerships with stakeholders. The emergence of awareness on the part of the school of its limitations captures opportunities to build partnerships with stakeholders.
16
Fatimah Zuhra and Usfur Ridha. "Diskursus Pendidikan Karakter di Perguruan Tinggi dalam Pandemi Covid-19." Jurnal Riset dan Pengabdian Masyarakat 1, no. 1 (January 22, 2021): 1–11. http://dx.doi.org/10.22373/jrpm.v1i1.618.
Full textAbstract:
This study examines the importance of character education in students of Indonesia during the Covid-19 pandemic, especially those who are currently undergoing the online learning process. The character of education is really needed not only in school or college but also at home and in the social environment itself. Furthermore, students in colleges are no longer monitored by their parents during the learning process so that character or manners while studying are no longer something that must be observed and considered important in distance learning. This study is a literature study sourced from library materials using a qualitative approach. Thus, the research activity is the exploration of a number of data both primary and secondary with some concrete steps such as reading and studying primary data in the form of research books, theses or dissertations related to character education and its relationship with Pandemic Covid-19. Character education for students is needed because so far students are only preoccupied with lecture materials in the classroom, but pay less attention to the meaning and value behind the process itself. The situation becomes more difficult when classroom learning turns into distance learning and students cannot be fully monitored by lecturers and less participation from parents who pay less attention to character education at home.
17
Tresno Ayu, Putri. "Obligations implementation of parents are connected with article 26 verse 1 law number 35 of 2014 concerning child protection in Pangandaran village Pangandaran district Indonesia." Arts & Humanities Open Access Journal 4, no. 6 (December 24, 2020): 222–26. http://dx.doi.org/10.15406/ahoaj.2020.04.00173.
Full textAbstract:
Child development is a very important development issue. The right of every child is guaranteed by the State. Not only the right to growth and development, but also the right to survival and the right to protection from violence and discrimination. The fulfillment of children’s needs is the responsibility of parents. The author want to see how the implementation of the obligations of parents towards children in Pangandaran Village related to Article 26 paragraph 1 of Law number 35 of 2014 concerning child protection. To achieve this goal, the authors use descriptive research methods with a normative juridical approach. The method delineates a problem and none of them draws precise general conclusions. The participation of the children in making a living and dropping out of school that occurs in Pangandaran Village is against the prevailing laws and regulations. To prevent children from dropping out of school, the role of parents and the government or local government is very important in an effort to encourage children to continue their education.
18
Renawati, Pande Wayan. "The Internalization of Pancasila Values through Ethics and Character Education of Nations (Balinese Social-Cultural Perspective)." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 4 (April 23, 2021): 222. http://dx.doi.org/10.20961/shes.v4i4.50614.
Full textAbstract:
<p><em>Indonesia is a country with a massive cultural diversity in every region. The cultural community certainly has its own characteristics to show their respective traditions with the natural forces of the region both real (sekala) and intangible (niskala). In that case, to live the socio -cultural life is certainly not independent of the procedures, attitudes and ethics when dealing with society. now, ethical attitudes in character seem almost extinct and neglected. This is becoming more viral with the participation of unethical attitudes by young people through youtube content, InstaGram, and other electronic media that have been rapidly developing lately. So it is necessary the role of parents, the role of educators, and the role of the government to be able to filter the food on the media and always direct the students to always improve the values of Pancasila as the basis of being ethical as a moral teaching. In this case, Pancasila will be discussed through ethical education from the point of view of Balinese Theology and Culture.</em></p>
19
Syakarofath, Nandy Agustin, Ahmad Sulaiman, and Muhamad Faqih Irsyad. "KAJIAN PRO KONTRA PENERAPAN SISTEM ZONASI PENDIDIKAN DI INDONESIA." Jurnal Pendidikan dan Kebudayaan 5, no. 2 (December 27, 2020): 115–30. http://dx.doi.org/10.24832/jpnk.v5i2.1736.
Full textAbstract:
Indonesia berupaya meningkatkan pemerataan pendidikan melalui sistem zonasi yang mengatur penerimaan peserta didik didasarkan pada jarak sekolah dengan tempat tinggal calon peserta didik. Penerapan sistem tersebut pada Penerimaan Peserta Didik Baru (PPDB) tahun 2019 menuai pro-kontra yang tajam di tengah masyarakat. Untuk memahami pro-kontra tersebut, studi ini bertujuan mengkaji secara komprehensif latar historis penerapan sistem zonasi di beberapa negara, tujuan, keuntungan dan tantangan, serta solusi mengatasi persoalan penerapan sistem zonasi. Studi ini menggunakan metode narrative review dengan menghimpun, membuat sintesis, dan menganalisis hasil dari berbagai sumber dan data yang relevan. Hasil kajian mengungkapkan bahwa keberhasilan pelaksanaan sistem zonasi di negara-negara lain ditopang oleh keselarasan dengan kebijakan nasional pendidikan pendamping, seperti akselerasi pembangunan infrastruktur dan SDM guru. Penerapan sistem zonasi tidak hanya bertujuan untuk pemerataan kualitas pendidikan, namun juga mendorong partisipasi aktif sekolah dan wali murid dalam perencanaan Pendidikan. Tantangan utama dalam penerapan kebijakan zonasi adalah kurangnya kesiapan pemangku kepentingan yang terimbas. Selain itu, penerapan sistem zonasi di Indonesia memerlukan pembenahan utamanya dalam pelaksanaan di tingkat lokal. Solusi untuk merespon tantangan tersebut adalah dengan mengkampanyekan kebijakan sistem zonasi lebih dini dan melakukan penajaman kebijakan operasional di daerah. Kesimpulan, Penerapan sistem zonasi menimbulkan tanggapan positif dan negatif bagi para pemangku kepentingan pendidikan, terutama siswa, orangtua, dan guru. Agar sistem zonasi dapat diterima masyarakat dan implementatif dalam jangka panjang, pemerintah hendaknya menerjemahkan tujuan dan sasaran kebijakan sesuai dengan kondisi lokal, mengomunikasikan kebijakan zonasi secara akurat, dan melibatkan masyarakat melakukan pemantauan dan evaluasi.
Indonesia strives for enhancing educational equality through a zoning system that regulates student admission based on the distance between school and student’s residence. However, the implementation of the system in 2019 caused pros and cons amongst Indonesian society. This study comprehensively reviews the historical backgrounds, objectives, advantages and challenges, as well as their solutions of implementing the zoning system. This study used the narrative review method by collecting, synthesizing, analyzing and analyzing the results from various sources and relevant data.The results revealed that the successful of zoning system implementation in other countries were supported by their alignment with other national education policies, such as infrastructure acceleration and teacher development. The implementation of the zoning system is not only for improving education quality, but also encouraging the active participation of schools and parents in education planning. The main challenge in implementing zoning system is the lack of readiness of affected stakeholders. In addition, the implementation of the zoning system requires improvement, particularly in its implementation at the local level.The solution to respond to these challenges is by earlier socialization of zoning system and sharpening operational policies in the regions. To conclude,the application of the zoning system has caused positive and negative responses for education stakeholders. To achieve the acceptable and implementable of zoning system in the long term, the government should translate policy goals and objectives according to local conditions, communicate zoning policies accurately, and involve the community.
20
Dewi, Sri Surya. "Parents’ Involvement in Children’s English Language Learning." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 102–22. http://dx.doi.org/10.15642/ijet2.2017.6.1.102-122.
Full textAbstract:
English has become a crucial language needs to be learned by all of the students in Indonesia. Its significances for both the education and career drive English to be a subject assessed in the National Exam. From the aforementioned issue, this study attempts to investigate three points such as parents’ perceptions and parents’ involvement of their children’s English Language learning (ELL), and their perceptions related to their involvement in their children’s ELL. Since this study was conducted to portray the natural context and interpret the parents’ behavior, qualitative approach with basic qualitative is applied. Accordingly, interviews with both parents and children were also conducted to gain the data. The finding shows that 7 out of 11 parents have positive perception about their children’s ELL, whilst the rest have negative perceptions. Moreover, it was found that there are three categories of parents’ involvements, including learning at home, decision-making, and collaborating with community. From those two mentioned points concerning the parents’ perceptions and involvements, it can be seen that the parents’ involvement is strongly influenced by the perceptions which they possessed. The more positive the parents' attitude towards English, the more participation they administer to support their children’s ELL.
21
Supriyono, Supriyono, and Sigit Mangun Wardono. "BATU AKIK MODEL KLAWING GERAKAN LITERASI SEKOLAH BERBASIS PARTISIPASI WARGA SEKOLAH." Jurnal Penelitian Agama 20, no. 2 (November 11, 2019): 267–82. http://dx.doi.org/10.24090/jpa.v20i2.2019.pp267-282.
Full textAbstract:
Literacy movement is a very important activity in the world of education. This is a serious concern in education in Indonesia because based on the research conducted by the Organization for Economic Co-operation and Development (OECD) in 2006-2007 shows that Indonesia was in the second ranks lowest in the aspect of reading competency quality. These concerns trigger issues that need to be addressed, among others: (1) How to foster the participation of school residents in the school literacy movement ?, (2) How does the implementation of Batu Akik Model Klawing in growing literacy habits in students? The solution in order to grow the school community in the literacy movement is determined by the school community, namely committees, principals, teachers, administrative staff, parents / guardians of students, and students according to their respective capacities. The implementation is paying attention to reading habits, reading habits of high school students, the relevance of reading and writing habits, and aspects of reading habits. Batu Akik Model Klawing is an acronym for words (Read and Write, Active, Creative, Innovative, and Cooperative). Klawing is an acronym for words (Group, Exercise, Observe, Time, Instructions, Values, and Games). The role of the school community is very much needed in developing the school literacy movement and these activities especially reading and writing can be developed through the strategy of applying Batu Akik Model Klawing.
22
Putri, Desy Pratiwi Ika, Desi Anggreani, and Aji Prasetya Wibawa. "Prediksi Lama Studi Mahasiswa Menggunakan Naïve Bayes Berdasarkan Aspek Sosial Ekonomi Mahasiwa." Mobile and Forensics 2, no. 1 (March 31, 2020): 41–50. http://dx.doi.org/10.12928/mf.v2i1.2137.
Full textAbstract:
Perguruan tinggi merupakan satuan penyelenggara pendidikan tinggi sebagai tingkat lanjut jenjang pendidikan menengah di jalur pendidikan formal. Kualitas perguruan tinggi, khususnya perguruan tinggi di Indonesia diukur berdasarkan 9 standar utama. Salah satu aspek yang berpengaruh ialah mahasiswa dan lulusan. Ketepatan waktu studi mahasiswa adalah hal yang penting dalam perguruan tinggi. Ketepatan waktu mahasiswa dalam menyelesaikan studi menjadi salah satu penunjang penilaian kualitas perguruan tinggi. Metode Naïve Bayes dapat digunakan untuk memprediksi ketepatan lama studi. Klasifikasi Naïve Bayes dalam penelitian ini menggunakan beberapa variabel yang sangat erat kaitannya dalam menyelesaikan studi khususnya pada aspek sosial ekonomi mahasiswa. Adapun variable dari sisi sosial dan ekonomi tersebut diantaranya jenis kelamin, nilai IPK, tempat lahir, tipe sekolah, jumlah keikutsertaan organisasi, tingkat ekonomi, dan dukungan orang tua. Pada penelitian ini, metode Naïve Bayes diimplementasikan pada kasus prediksi lama studi mahasiswa menggunakan 200 data set. Hasil penelitian menunjukkan tingkat rata-rata akurasi sebesar 80,5% dengan menggunakan K-Fold Cross Validation diperoleh standar deviasi 3,02%.   Higher education is a higher education provider unit as an advanced level of secondary education in the formal education pathway. The quality of tertiary institutions, especially tertiary institutions in Indonesia, is measured according to 9 main standards. One influential aspect is students and graduates. Timeliness of student studies is important in higher education. Timeliness of students in completing their studies is one of the supports for assessing the quality of higher education. The Naïve Bayes method can be used to predict the accuracy of the study duration. Naïve Bayes classification in this study uses several variables that are very closely related in completing studies, especially on the social economic aspects of students. The social and economic variables include gender, GPA, birthplace, type of school, number of organizational participations, economic level, and parent support. In this study, the Naïve Bayes method is implemented in the case of prediction of student study duration using 200 data sets. The results showed an average level of accuracy of 80.5% using K-Fold Cross Validation obtained a standard deviation of 3.02%.
23
Fatchurrohman, Fatchurrohman. "KEMITRAAN ANTARA SEKOLAH, ORANG TUA, DAN LEMBAGA-LEMBAGA SOSIAL KEMASYARAKATAN DI MADRASAH ALIYAH NEGERI SALATIGA." AKADEMIKA: Jurnal Pemikiran Islam 23, no. 1 (August 27, 2018): 129. http://dx.doi.org/10.32332/akademika.v23i1.1207.
Full textAbstract:
Abstract
This study was aimed at determining the background of thought that underlies the education partnership in MAN Salatiga, the implementation of educational partnerships among the schools, parents, and social institutions in MAN Salatiga, and the impact of the partnerships among the schools, parents, and social institutions in the city Salatiga to improve the quality of schools, school culture, graduates, and parents. This type of research was a qualitative interpretive approach, which took place in MAN Salatiga, and community social institutions (Indonesian Red Cross, Indonesian National Sports Committee, Asmoro Budoyo Circle of Friends, Prana Shakti Jaka Tingkir Respiratory Self Defense College) in the city of Salatiga. Data were collected through interviews, observation, and document study. The data were then analyzed by following the stages developed by Yin and Stake, namely the stage of holistic analysis, embedded analysis, analysis of themes, within case analysis, and cross case analysis. The results of the study show that MAN Salatiga sees the need to utilize various resources in the community to overcome various limitations in the implementation of education in order to meet the demands of the community. The development of educational partnerships in MAN Salatiga is supported by social capital which is influenced by the type of school, initiative and interest, parental circumstances, school policy and political participation. Education partnerships in MAN Salatiga affect the quality of the schools, graduates, and parents.
Keywords: Partnership, School, and Community Social Institutions
Abstrak
Penelitian ini bertujuan untuk mengetahui latar belakang pemikiran yang mendasari kemitraan pendidikan di MAN Salatiga, pelaksanaan kemitraan pendidikan antara sekolah, orang tua, dan institusi sosial kemasyarakatan di MAN Salatiga, dan dampak kemitraan antara sekolah, orang tua, dan lembaga-lembaga sosial kemasyarakatan di kota Salatiga terhadap perbaikan kualitas sekolah, budaya sekolah, lulusannya, dan orang tua. Jenis penelitian ini adalah kualitatif dengan pendekatan interpretatif, yang mengambil lokasi di MAN Salatiga, dan lembaga sosial kemasyarakatan (Palang Merah Indonesia, Komite Olahraga Nasional Indonesia, Paguyuban Asmoro Budoyo, Perguruan Beladiri Pernafasan Prana Shakti Jaka Tingkir) di kota Salatiga. Pengambilan data dilakukan melalui wawancara, observasi, dan studi dokumen. Data yang terkumpul dianalisis dengan mengikuti tahapan yang dikembangkan oleh Yin and Stake, yaitu tahap holistic analysis, embedded analysis, analysis of theme, within case analysis, dan cross case analysis. Berdasarkan pembahasan dapat disimpulkan, bahwa MAN Salatiga memandang perlunya meman-faatkan berbagai sumber daya dalam masyarakat untuk mengatasi berbagai keterbatasan penyelenggaraan pendidikan dalam rangka memenuhi tuntutan kebutuhan masyarakat. Pengembangan kemitraan pendidikan di MAN Salatiga didukung oleh modal sosial yang dipengaruhi oleh jenis sekolah, inisiatif dan interest, keadaan orang tua, kebijakan sekolah dan partisipasi politik. Kemitraan pendidikan di MAN Salatiga mempengaruhi mutu sekolah, lulusan, dan orang tua.
Kata Kunci : Kemitraan, Sekolah, dan Lembaga Sosial Kemasyarakatan
24
- Lie, Anita, Siti Mina Tamah, Imelda - Gozali, Katarina Retno Triwidayati, Tresiana Sari Diah Utami, and Fransiskus - Jemadi. "Secondary School Language Teachers’ Online Learning Engagement during the Covid-19 Pandemic in Indonesia." Journal of Information Technology Education: Research 19 (2020): 803–32. http://dx.doi.org/10.28945/4626.
Full textAbstract:
Aim/Purpose: The purpose of this study was to explore language teachers’ online engagement during the Covid-19 pandemic in Indonesia. Four questions guided the inquiry in this study: 1) To what extent did teachers engage in online learning during the Covid-19 pandemic? 2) What challenges did teachers encounter while engaging in online learning during the Covid-19 crisis? 3) How has the suspension of face-to-face classroom meetings changed teachers’ practices? and 4) What were their hopes for the future of education in their respective regions?v Background: The sudden learn-from-home mode enacted since 24 March 2020 due to the Covid-19 pandemic has forced all schools to shift into online learning with no or little preparation in terms of internet access, teacher capacity, and student-parent readiness. All in all, the pandemic disruption has shed light on the widening digital divide that has serious implications for the human capital development in Indonesia Methodology: This case study involved 18 teachers from four regions in Indonesia. Data were collected through an online survey, weekly reflections, and interviews with the teachers. A group interview with five students for each of the 18 teachers was used as triangulation. To probe more deeply into a representative sample for a variety of attributes, the researchers then focused on four teachers for a more in-depth analysis. Contribution: Knowledge of the impacting factors on online learning engagement can aid in resolving the issues and providing equal opportunities for all students. This study highlighted that teachers in remote regions would need a more top-down intervention from education authorities and offered two recommendations to the government to overcome the widening digital divide as amplified by the current school suspension. This study presents interesting results pertaining to online learning engagement during the Covid-19 pandemic in Indonesia. Insights gained in this study would contribute to the perspective on the challenges and dilemmas faced by educators and students elsewhere while engaging in online learning. Findings: This study found an interplay of five related factors of online learning processes against five levels of engagement. Those five factors are learners, teachers’ prior exposure to online learning, technological knowledge, pedagogical knowledge, and the support system. Teachers in this study were still struggling to enhance the quality of online learning engagement. Nevertheless, given the rising awareness of the inadequacy of their online learning delivery and a renewed sense of commitment, these teachers had high hopes that they would be able to enhance their competence and improve their professional practices. Recommendations for Practitioners: This study found most teacher participants have, within a short period, enhanced their technological knowledge (TK) regardless of their prior exposure to technology. Teachers can be encouraged to integrate their technological knowledge with pedagogical and content knowledge to develop their technological pedagogical content knowledge (TPACK) by participating in the government program for teacher professional development. Recommendation for Researchers: This study involves only language teachers; therefore, future researchers are invited to involve non-language teachers so that more conclusive findings can be obtained. Impact on Society: Knowledge of the impacting factors on online learning engagement can aid in resolving the issues and providing equal opportunities for all students. More importantly, the lessons learned should enlighten educators that technology integration into sound pedagogy would transform current practices into quality learning. Future Research: Issues related to technology integration in education can still be unearthed especially because the budding insights of online learning will steadily be developing in post-pandemic realm, particularly in Indonesia.
25
Nurhakim and Tutuk Ningsih. "PENGARUH PERAN KOMITE SEKOLAH DALAM PENINGKATAN MUTU PENDIDIKAN DI SDN 2 CILANGKAP." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (December 30, 2022): 2212–27. http://dx.doi.org/10.36989/didaktik.v8i2.539.
Full textAbstract:
The community has a strategic role in efforts to improve the quality of education in schools, which is reflected in the existence of a school committee as a representative of the parents to control the running of the school, these efforts are implemented through their participation and involvement both morally and materially. The role of society with educational institutions is a series of the entire process of implementing education that is planned and pursued deliberately and earnestly. Education has a central role in the nation's civilization in striving to increase human resources in a better direction. Education is expected to be able to then shape or produce a person in order to develop his attitudes, skills and intellectual awareness to become a skilled, intelligent, and noble human being. In this case, the role of education in Indonesia is not only from the students and school institutions, but the community also has an important role in developing education both acting as a source, implementer and user of educational outcomes. This is what the two parties have not fully realized, both of which consider that the two parties are an integral part. In order to realize the collaboration between the two parties, it is certainly necessary to function the field of public relations as a mediator for communication between educational institutions and the community. This research uses qualitative methods. The subject of his research was the people of kalisabuk village. The results showed that the role given by the community will provide a reference in the development of educational institutions both in terms of quality and quantity of education in Cilangkap village, Gumelar district, Banyumas regency.
26
Wahidah, St. "Implementasi Pendidikan Karakter Berbasis Masyarakat Pada Kegiatan Student Exchange SD INP Tanetea Kecamatan Pajukukang Kabupaten Bantaeng." Celebes Education Review 2, no. 1 (April 30, 2020): 25–30. http://dx.doi.org/10.37541/cer.v2i1.283.
Full textAbstract:
Abstract. Many ways of character education in Indonesia. However, One method of character education is community-based student exchange can be implemented to students because in society there are religious, social and cultural values. Education and society are a unified whole that cannot stand alone. This research is a qualitative study using a phenomenological approach to uncover the implementation of community-based character education through the student exchange activities of SD INP Tanetea. The technique of Data collection were interviews, participatory observation, and documentation, while data analysis was performed using the Miles and Huberman models. Based on the results of the study, it can be concluded that the participation of the Pajukukang village community in student exchange activities can be said to be active and useful. But in an attitude of independence, it still does not look well. Supporting factors in this activity are family relationships and similarities in the while the inhibiting factor is the majority of biological parents visiting their children in the village. Therefore, commitment is needed between the teacher, student guardians, and the Pa'jukukang society to the agreed rules.
Abstrak. Terdapat banyak cara pendidikan karakter di Indonesia. Salah satu metode pendidikan karakter adalah student exchange berbasis masyarakat karena di dalam masyarakat terdapat nilai-nilai religius, sosial dan budaya. Pendidikan dan masyarakat merupakan satu kesatuan utuh yang tidak bisa berdiri sendiri. Penelitian ini penelitian kualitatif dengan menggunakan pendekatan fenomenologis untuk mengungkap implementasi pendidikan karakter berbasis masyarakat melalui kegiatan student exchange SD INP Tanetea. Teknik pengumpulan data ialah wawancara, observasi partisipatif, dan dokumentasi. Analisis data dilakukan dengan model Miles dan Huberman. Berdasarkan hasil analisis dapat disimpulkan bahwa partisipasi masyarakat desa Pajukukang dalam kegiatan student exchange dapat dikatakatan aktif dan baik. Namun dalam sikap kemandirian masih belum tampak dengan baik. Factor pendukung dalam kegiatan ini adalah hubungan kekeluargaan dan kesamaan dalam organisasi, sehingga mudah untuk koordinasi sedangkan faktor penghambat adalah mayoritas orang tua kandung menjenguk anak-anaknya di desa. Maka dari itu diperlukan komitmen antara guru, wali murid, dan masyarakat Pa’jukukang terhadap aturan-aturan yang sudah disepakati.
27
Fadmiyanor, Isye, Yeni Aryani, and Okta Vitriani. "PARTISIPASI SUAMI DALAM PELAKSANAAN KELAS IBU HAMIL." EBIMA : Jurnal Edukasi Bidan Di Masyarakat 3, no. 1 (February 24, 2022): 29–32. http://dx.doi.org/10.36929/ebima.v3i1.514.
Full textAbstract:
Education during pregnancy is important to prepare couples to become parents. In carrying out their role, pregnant women and their partners need good information about the health of both the mother and the fetus. In Indonesia, the program organized by the government to support the increase of knowledge and behavior change of mothers and husbands is a class program for pregnant women. In the implementation of this class, pregnant women are often only attended by pregnant women, even though the husband's activity in attending classes for pregnant women in accompanying mothers greatly influences the physical and psychological changes of pregnant women and supports the implementation of classes for pregnant women. This community service activity is carried out by providing online counseling via zoom meetings and offline which are carried out door to door, which is attended by 10 pairs of pregnant women. The results of community service were obtained that 60% of husbands could not take classes for pregnant women due to work factors, there was an increase in knowledge in husbands, namely from 77 to 95, pregnant women from 75 to 9. Therefore, to increase partner participation in the implementation of pregnant women classes it is necessary to conduct socialization to couples regarding classes for pregnant women and cooperation with local community leaders as well as re-run the pregnant women class program which was not implemented during the Covid-19 pandemic.
Keyword: Husband's Participation, Maternity Class
28
Darwadi, Darwadi. "THE ROLE OF ADMINISTRATION MEETING TO INCREASE FAMILY ABILITY TO IMPROVE CHILDREN'S QUALITY." Empowerment 7, no. 2 (September 30, 2018): 62. http://dx.doi.org/10.22460/empowerment.v7i2p62-72.967.
Full textAbstract:
AbstractThe problem in this study is the extent to which the quality of the children of the Family Hope Program (KPM) Family Hope Program (PKH) after the parents, especially the mother, received assistance at PKH, known as the Assistance of Family Capacity Building Meeting (P2K2). PKH is a program of the Republic of Indonesia government in breaking the poverty chain in Indonesia. P2K2 assistance itself is the implementation of Out of School Education (PLS) because in practice there is a process of education and training, transfer of non-formal knowledge and skills in the fields of family management, education, health, and economics. When PKH KPM gets knowledge and skills in these fields, it is hoped that there will be an influence on the quality of KPM PKH children with indicators set by the Ministry of Social Affairs of the Republic of Indonesia, namely: (1) Poor nutritional status for children under five (2) Increase food consumption energy and protein for children, (3) Increasing average length of schooling for children, (4) Increasing the average number of children's school participation, and (5) Reducing the number of working hours of children or the absence of working children. This study uses a qualitative method with a descriptive approach. Based on the results of the study, the P2K2 mentoring program run by PPKH Bandung which began in 2017 has been able to improve the quality of children in the form of increasing numbers of children who are absent from school more than 85% and toddlers or pregnant women who do not routinely assess their health at the service health facilities between 478% -687% from before the implementation of P2K2 counterpart program in 2016. Even so, the number of school drop out (DO) children and malnourished children also experienced a significant decline, from 48 children who DO in 2016 to 17 children in the year 2017, while children with malnutrition 0 (none) both in 2016 and 2017. Even so, the process of P2K2 Assistance will run less optimally during 2017 as the average number of implementation is 62%, the presence of KPM follows P2K2 assistance 79%, and the delivered curriculum is only about 61%. Thus the P2K2 mentoring program needs to continue to be developed because the results are good and to further maximize the implementation process.
29
Katsiyannis, Antonis, and Thomas J. Ward. "Parent Participation in Special Education." Remedial and Special Education 13, no. 5 (September 1992): 50–55. http://dx.doi.org/10.1177/074193259201300508.
Full text
30
Agustina, Susanti. "ECO CAMP EDUCATIONAL TOURISM PHENOMENON IN INDONESIA." Journal of Sustainable Development Education and Research 1, no. 1 (May 19, 2017): 45. http://dx.doi.org/10.17509/jsder.v1i1.6243.
Full textAbstract:
The topic of this Phenomenology Research Topics is the Extensification of environment education with respect to ESD over nonformal education systems. The title of this paper Eco Camp Educational Tourism Phenomenon in Indonesia. This research will reveal the reality of the expansion of non-formal education system in the form of a visit to an environmentally friendly area in northern Bandung, West Java, Indonesia. The research will answer questions about the phenomenon of eco camp educational tourism in Indonesia, the people who are specifically linked to eco camp educational tourism, how eco camp educational tourism affect the learning behavior of children and parents involved, changes that the parents and the children feel after participating in eco camp educational tourism, how eco camp educational tourism affect others around them, their feelings when participating in eco camp educational tourism, their opinion about eco camp educational tourism, and changes and circumstances that children remember when participating eco camp educational tourism. The key informants in this research are representative of 3 communities which are 4 children aged 5-9 years old and parents aged 29-38 years old. This research describes experience of present reality related to the phenomenon of non-formal education system in order to provide insight into the environment for the younger generation. The findings of this research have implications for educational technology. In the future, the concept eco camp educational tourism will be oriented towards education that can be adapted by formal and also informal education.
31
Rahayu, Dwi, and Yunarsih Yunarsih. "Faktor Predisposisi Yang Mempengaruhi Keberhasilan Pemberian Asi Eksklusif Berdasarkan Teori Maternal Role Attainment Ramona T Mercer." Jurnal Ilmu Kesehatan 6, no. 1 (December 7, 2017): 48. http://dx.doi.org/10.32831/jik.v6i1.154.
Full textAbstract:
According to the Indonesian Demographic Health Survey (SDKI) from 1997 to 2002, the number of exclusive breastfeeding infants aged six months decreased from 7.9% to 7.8%. Meanwhile, the results of SDKI 2007 showed decreased number of exclusively breastfeeding infants up to 7.2% and the number of infants under six months who fed formula improved from 16.7% in 2002 to 27.9% in 2007. The number of infants in Indonesia who get exclusive breastfeeding continues to decline as more and more babies under 6 months of formula-feeding. The purpose of this research was to determine the factors that affect the successfull of exclusive breastfeeding Based On Maternal Role Attainment Ramona T Mercer Theory. The type of this research is an analytic survey. The population in this study are mothers who have babies aged 0-6 months in the Village Pojok Kediri. Sampling technique by Purposive Sampling and obtained the number of samples are 30 Respondents. The instrument used in this study is a questionnaire. Data analysis using Chi-Square test with α = 0,05. From the results of this study it was found that factors related to exclusive breastfeeding practices were maternal education (p value: 0,037), information how to breastfeeding (p value: 0,031), and community support (p value: 0,010), while Factors not related to Exclusive Breastfeeding practices include age (p value: 0.293), occupation (p value: 0.297), information of exclusive breastfeeding (p value: 0,903), Family Support (p value: 0.479) and Health Workers’s Support (p value: 0.669) . To improve the success of exclusive breastfeeding, counseling should be started from antenatal visit of the Pregnant Woman that aims to provide information preparation for breastfeeding, and counseling will be continued during breastfeeding which aims to monitor Exclusive breastfeeding up to 6 months and increase the participation of parents in exclusive breastfeeding support groups.
32
Muhdi, Nurkolis, and Yovitha Yuliejantiningsih. "The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 247–61. http://dx.doi.org/10.21009/jpud.142.04.
Full textAbstract:
Covid-19 has changed the learning process from class attendance to distance learning using the Internet. Early childhood education is threatened to enter into the lost generation, due to distance learning, which causes confusion for teachers and parents to be able to provide the best stimulation for them. Therefore, the Indonesian government made a new policy on online learning. The objectives of this research are to find how effective at online learning policy formulation, how productive it is in policy implementation, and what are the obstacles of the implementation at Early-Childhood Education (ECE). This qualitative research uses a mixed method approach with an iterative analysis design, conducted in Central Java Province in 35 districts / cities with 1,899 respondents. Data collection techniques with open-closed questionnaires, study from 15 documentation, and in-depth interviews. Data analysis uses quantitative-qualitative software Nvivo12+, with Miles and Huberman models. The results showed the policy formulation of online learning at ECE has been effective. However, the implementation of online learning policy at ECE still takes a lot of effort to become more powerful in preventing a decline in learning. There are five obstacles in in applying this in the field, namely the ability of teachers, the ability of parents, economic capability, facility constraints, and pedagogical constraints.
Keywords: Online Learning Policy; Children Engagement; Learning Management System
References
Allen, I. E., Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. ERIC, ISBN 0984028838.
Asilestari, P. (2016). Komputer Interaktif sebagai Media Pengajaran Bahasa Inggris pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2, n. 1, p. 55-62.
Association, I. I. S. P. (2018). Penetrasi & Profil Perialku Pengguna Internet Indonesia.
Coates, H. (2006). Student engagement in campus-based and online education: University connections. Routledge, ISBN 1134161530.
Ha, Young. & Im, Hyunjoo. (2020). The Role of an Interactive Visual Learning Tool and its Personalizability in Online Learning: Flow Experience. Online Learning, 24, n. 1.
Harjanto, T. & Sumunar, D. S. E. W. (2018). Tantangan Dan Peluang Pembelajaran Dalam Jaringan: Studi Kasus Implementas Elok (E-Learning: Open For Knowledge Sharing) Pada Mahasiswa Profesi Ners. Jurnal Keperawatan Respati Yogyakarta, 5, p. 24-28.
Imron, A. (1995). Kebijaksanaan pendidikan di Indonesia: Proses, produk dan masa depannya. Bumi Aksara, ISBN 9795262319.
Inoue, Y. (2007). Online education for lifelong learning. IGI Global, ISBN 1599043211.
Irma, C. N., Nisa, K. & Sururiyah, S. K. (2019). Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini di TK Masyithoh 1 Purworejo. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 214-224.
Jebba, A. M. & Umaru, N. N. (2019). The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria. Int. J. Eval. & Res. Educ. Vol, 8, n. 4, p. 735-741.
Johnson, K. & Manning, S. (2010). Online education for dummies. Canada: John Wiley & Sons Publishing ISBN 0470536209.
Juwah, C. (2006). Interactions in online education: Implications for theory and practice. Routledge, ISBN 1134247494.
Kemendikbud. (2020). Surat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Corona Virus Disease (Covid-19).
Kong, S. C., Chan, T.-W., Griffin, P. & Hoppe, U. et al. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Journal of Educational Technology & Society, 17, n. 1, p. 70-78.
Kwon, J. B., Debruler, K. & Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. Journal of Online Learning Research, 5, n. 2, p. 199-225.
Layne, M., Boston, W. E. & Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16, n. 2, p. 1-12.
Lynch, M. M. (2002). The online educator: A guide to creating the virtual classroom. Routledge, ISBN 1134542542.
Novianti, R. & Garzia, M. (2020). Penggunaan Gadget Pada Anak; Tantangan Baru Orang Tua Milenial. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2.
Nugroho, R. (2008). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan Sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar.
Nugroho, R. (2017). Public Policy: Dinamika Kebijakan, Analisis Kebijakan, dan Manajemen Politik Kebijakan Publik. Jakarta: Elex Media Komputindo.
Palloff, R. M. & Pratt, K. (2002). Lessons from the cyberspace classroom: The realities of online teaching. California: John Wiley & Sons Publishing, ISBN 0787959960.
Pangondian, R. A., Santosa, P. I. & Nugroho, E. (2019). Faktor-Faktor Yang Mempengaruhi Kesuksesan Pembelajaran Daring Dalam Revolusi Industri 4.0.
Panjaitan, N. Q.; Yetti, E. & Nurani, Y. (2020). Pengaruh Media Pembelajaran Digital Animasi dan Kepercayaan Diri terhadap Hasil Belajar Pendidikan Agama Islam Anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 588-596.
Pebriana, P. H. (2017). Analisis penggunaan gadget terhadap kemampuan interaksi sosial pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 1, n. 1, p. 1-11.
Pertiwi, W. K. (2020). Penetrasi Internet di Indonesia Capai 64 Persen. https://tekno.kompas.com/read/2020/02/20/14090017/penetrasi-internet-di-indonesia-capai-64-persen.
Ramadhan, B. (2020). Ini Data Pengguna Internet Di Seluruh Dunia Tahun 2020. Jakarta https://teknoia.com/data-pengguna-internet-dunia-ac03abc7476.
Roach, V. & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5, n. 3, p. 317-332.
Rohita, R. (2020). The Ability of Ece Teachers to Use ICT in The Industrial Revolution 4.0. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 502-511.
Rostaminezhad, M., Mozayani, N., Norozi, D. & Iziy, M. (2013). Factors related to e-learner dropout: Case study of IUST elearning center. Procedia-Social and Behavioral Sciences, 83, p. 522-527.
Sari, K. M. & Setiawan, H. (2020). Kompetensi Pedagogik Guru dalam Melaksanakan Penilaian Pembelajaran Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 900-912.
Seok, S. & Dacosta, B. (2020). Relationships Between Young South Koreans’ Online Activities and Their Risk of Exploitation. Journal of Online Learning Research, 6, n. 1, p. 77-101.
Setyaji, A., Iskak, A., Sukmaningrum, R. & Hawa, F. (2015). Komputer Interaktif Sebagai Media Pengajaran Bahasa Inggris Pada Anak Usia Dini. E-Dimas: Jurnal Pengabdian kepada Masyarakat, 6, n. 1, p. 1-12.
Sharoff, L. (2019). Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation. Journal of Educators Online, 16, n. 2, p. n2.
Suhartanto, H. (2010). Survei 2009: Mutu Situs E-Learning Sekolah Indonesia Masih Sangat Minim. Jurnal Sistem Informasi,6, n. 1, p. 80-83.
Sum, T. A. & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2.
Swan, K. (2003). Learning effectiveness online: What the research tells us. p.13-47.
Taufik, A., Apendi, T., Saidi, S. & Istiarsono, Z. (2019). Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education. Jurnal Pendidikan Usia Dini, 13, n. 2, p. 356-370.
Tilaar, H.; Nugroho, R. (2009). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan dan Kebijakan Pendidikan sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar.
Ulya, S. I. (2019). Analisis Penggunaan Gedget Terhadap Kemampuan Interaksi Sosial Dan Komunikasi Pada Anak Usia Dini. 89-96.
Vonderwell, S. & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in education, 38, n. 2, p. 213-230.
Wang, Q., Zhu, Z., Chen, L. & Yan, H. (2009). E‐learning in China. Campus-Wide Information Systems.
Winter, J., Cotton, D., Gavin, J. & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. ALT-J, 18, n. 1, p. 71-83.
Yu, E. (2020). Student-Inspired Optimal Design of Online Learning for Generation Z. Journal of Educators Online, 17, n. 1, p. n1.
Zaini, M. & Soenarto, S. (2019). Persepsi Orangtua terhadap Hadirnya Era Teknologi Digital di Kalangan Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 254-264.
33
Fitriyah, Fiki, Yeny Fitriyani, Milna Wafirah, Achmad Labib, and Titis Rosowulan. "PENDAMPINGAN MANAJEMEN WAKTU ANAK PADA MASA NORMAL BARU DI DUSUN DESEKAN KABUPATEN MAGELANG." LOGISTA - Jurnal Ilmiah Pengabdian kepada Masyarakat 5, no. 1 (June 30, 2021): 291. http://dx.doi.org/10.25077/logista.5.1.291-298.2021.
Full textAbstract:
Tatanan Hidup Baru (New Normal) dimasa pandemi COVID-19 memberikan pengalaman yang benar-benar baru bagi dunia pendidikan khususnya siswa Sekolah Dasar (SD) di Indonesia. Kewajiban untuk taat protokoler kesehatan yang salah satu klausulnya adalah tidak berkerumun dan menjauhi krumunan menjadikan kegiatan belajar mengajar sangat tidak biasa. Tidak ada tatapmuka baik dengan guru ataupun teman, semua dilakukan secara daring (online). Hal tersebut membuat pelajar mempunyai waktu luang yang banyak dan cenderung tanpa pengawasan baik dari orang tua maupun guru. Tujuan pengabdian ini adalah untuk mengoptimalkan waktu luang siswa dengan manajemen waktu di masa normal baru. Metode yang digunakan dalam penelitian ini menggunakan metode Participatory Action Research (PAR). Tahapan penting dalam PAR adalah Research (pemetaan masalah), Action (rencana aksi dalam penyelesaian masalah) and Participatory (orang tua dan siswa SD di Desa Desekan). Teknik Pengumpulan data dilakukan dengan observasi, survei, dokumen dan wawancara. Pendampingan diharapakan dapat membantu siswa memahami pentingnya manajemen waktu dengan membuat jadwal kegiatan harian sehingga siswa dapat memanage waktunya dengan efektif dan efisien. Kesimpulan dari pengabdian ini adalah para siswa belum memahami dengan baik mengenai manajemen waktu dan banyak menghabiskan waktu dengan dawai dan bermain yang tidak berhubungan dengan pendidikan.
Kata kunci: Tatanan Hidup Baru, COVID-19, Manajemen Waktu, PAR
ABSTRACT
The New Living Order (New Normal) during the COVID-19 pandemic provided a completely new experience for the world of education, especially elementary school students in Indonesia. The obligation to comply with the Health protocol makes learning without face-to-face either with teachers or friends and everything is done online. This makes students have a lot of free time and tends to be without supervision from either parents or teachers. The aim of this service is to optimize students' free time with time management in the new normal. The method used in this study uses the Participatory Action Research (PAR) method. The important stages in PAR are Research (mapping problems), Action (action plans in solving problems) and Participatory (participation of parents and elementary students in Desekan village). The technique of collecting data was carried out by observation, surveys, documents and interviews. It is hoped that mentoring can help students understand the importance of time management by scheduling daily activities so that students can manage their time effectively and efficiently. The conclusion of this dedication is that the students do not understand well about time management and spend a lot of time with strings and games that are not related to education.
Keywords: New Normal, COVID-19, Time Management, PAR
34
Dewanti, Nur’aini Retno. "PENGARUH BDR DAN PERAN ORANG TUA TERHADAP MOTIVASI DAN PRESTASI BELAJAR IPS." Radiant 2, no. 1 (April 28, 2021): 01–16. http://dx.doi.org/10.52187/rdt.v2i1.31.
Full textAbstract:
Adanya pandemi Covid-19 membawa dampak yang besar di semua bidang dalam kehidupan masyarakat Indonesia dan dunia, termasuk bidang pendidikan. Untuk memutus penyebaran Covid-19, maka kebijakan Belajar dari Rumah (BDR) harus diberlakukan. Penelitian ini bertujuan untuk mengetahui: 1) pengaruh BDR dan Peran Orang Tua terhadap Motivasi Belajar. 2) pengaruh BDR terhadap Motivasi Belajar. 3). Pengaruh Peran Orang Tua terhadap Moditvasi Belajar. 4) pengaruh BDR dan Peran Orang Tua secara terhadap Prestasi Belajar IPS. 5) pengaruh BDR terhadap Prestasi Beljar IPS. 6) pengaruh Peran Orang Tua terhadap Prestasi Belajar IPS. Penelitian mengambil lokasi di Sekolah Menengah Pertama Negeri 281 Jakarta. Oleh karena itu hasil penelitian ini mewakili populasi di Sekolah Menengah Pertama Negeri 281 Jakarta. Dalam penelitian ini menggunakan metode penelitian kuantitatif dan menggunakan teknik analisis regresi linier berganda. Populasi penelitian 358 dan sampel yang diambil 75 responden. Pengumpulan data dilakukan dengan teknik kuessioner secara daring untuk variabel BDR, Peran Orang Tua, dan Motivasi belajar. Untuk variabel Prestasi Belajar IPS diadakan tes secara daring. Dengan angka sig = 0,004 < 0, 05 membuktikan bahwa terdapat signifikansi BDR dan Peran Orang Tua terhadap Motivasi Belajar. Dengan angka sig = 0,004 < 0, 05 membuktikan bahwa terdapat signifikansi BDR terhadap Motivasi Belajar. Dengan angka sig = 0,015 < 0, 05 membuktikan bahwa terdapat signifikansi peran orang tua terhadap Motivasi Belajar. Dengan angka sig = 0,000 < 0, 05 membuktikan bahwa terdapat signifikansi BDR dan Peran Orang Tua terhadap Prestasi Belajar IPS. Dengan angka Sig = 0,006 < 0, 05 membuktikan bahwa terdapat signifikansi BDR terhadap Prestasi Belajar IPS. Dengan angka Sig = 0.000 < 0, 05 membuktikan bahwa terdapat signifikansi Peran Orang Tua terhadap Prestasi Belajar IPS. The covid-19 pandemic has had a major impact in all areas on leaves of Indonesians and world, including education. To break the spreading of Covid-19, the learning from home policy must be enforced. The study aims to determine: 1) The influence of learning from home and the parental participation together on learning motivation. 2) The influence of learning from home on learning motivation. 3). The influence of the parental participation on learning motivation. 4) The influence of learning from home and the parental participation togrther on Social Studies learning achievement. 5) The influence of learning from home on Social Studies learning ahievemnet. 6) The influence of the role of parents on Social studies learning achievment. The research took place at 281 Public Junior High school Jakarta, therefore this research represents the population at public junior high school Jakarta. The study using a quantitative research method and using multiple linier regression analysis technique. The research population was 358 and the sample was 75 respondents taken. Data collection was carried out using online questionnaire technique for variables of learning from home, the role of parents, and learning motivation. For the Social Studies Learning Achievement variabel, an online test was held. With the number sig = 0,004 < 0, 05, it proves that there is a significance of learning from home and parental participation on learning motivating. With the sig = 0,004 < 0, 05, it prove s that there is a significance of learning from home on learning motivation. With the sig = 0,015 < 0, 05, it proves that there is a significance of parental participation on learning motivation. With the sig = 0,000 < 0, 05, it proves that there is a significance of learning from home ang parental participation on the social studies learning achievement. With the sig = 0,006 < 0, 05 it proves that there is a significance of learning from home on the social studies learning achievement. With the Sig = 0,000 < 0, 05 it proves that there is a significance of parental participation on the social studies learning achievement.
35
Lee, Soyoung. "Race, power, and minority parent participation." Phi Delta Kappan 101, no. 1 (August 26, 2019): 30–33. http://dx.doi.org/10.1177/0031721719871561.
Full textAbstract:
Literature in the field of minority parent participation has focused on cultural differences and cultural mismatch as reasons for the difficulties that minority parents face in schools and has relied on a framework of cultural sensitivity in exploring the issues. Soyoung Lee proposes that the real issue underlying the dynamics between minority parents and schools and the reasons their voices are silenced are undeniably about race, power, and the exercise of racial privilege. She uses a personal narrative to illuminate how racism and power lead to the silencing of minority parents, and she makes recommendations for researchers, schools, and teacher educators to acknowledge and act on such forms of injustice.
36
Woods∗, Philip. "A strategic view of parent participation." Journal of Education Policy 3, no. 4 (October 1988): 323–34. http://dx.doi.org/10.1080/0268093880030403.
Full text
37
Haryono, Haryono, and Sunhaji Sunhaji. "Peran Orang Tua untuk Meningkatkan Motivasi Belajar Anak Dalam Pembelajaran Jarak Jauh (PJJ) di Musim Pandemi Covid-19." Jurnal Kependidikan 8, no. 2 (November 27, 2020): 207–23. http://dx.doi.org/10.24090/jk.v8i2.4711.
Full textAbstract:
Abstract
This study describes the role of parents in increasing children's learning motivation at MI Ma'arif NU 01 Sokanegara Purbalingga. This study used a descriptive survey research method. Sampling using purposive sampling technique with the criteria of the parents of MI Ma'arif NU 01 Sokanegara students, Purbalingga. The sample in this study were 10 respondents who were conducted in February 2021. To obtain data, researchers used interview and observation methods. As we all know, the Covid-19 pandemic that has hit the world has had many impacts in various fields of human life, including education. Likewise in our country, Indonesia. Since the Covid-19 pandemic occurred in early 2020, the government immediately took a system change policy in the delivery of education. So far, prior to the Covid-19 pandemic, teaching and learning activities were carried out directly and centered on schools. Now, in the Covid-19 pandemic season, distance learning has been chosen as the best alternative for students to take. In the implementation of distance learning (PJJ) via online or online, students learn independently from their respective homes, teachers deliver learning materials, provide learning assignments through online learning media. To achieve the success of online learning, of course, requires good participation and cooperation between the school / teacher, students, and parents. The role of parents to motivate children's interest in learning is needed. From the results of the research, the roles played by parents as motivators for children include giving attention, affection, learning facilities, praise, gifts, rewards, and punishments.
Keywords: parents, motivation to learn, children, the Covid-19 pandemic
Abstrak
Penelitian ini mendeskripsikan tentang peran orang tua dalam meningkatkan motivasi belajar anak di MI Ma’arif NU 01 Sokanegara Purbalingga. Penelitian ini menggunakan metode penelitian survei deskriptif. Pengambilan sampel menggunakan teknik purposive sampling dengan kriteria orang tua siswa MI Ma’arif NU 01 Sokanegara Purbalingga. Sampel pada penelitian ini sebanyak 10 responden yang dilakukan pada bulan Februari 2021. Untuk memperoleh data, peneliti menggunakan metode wawancara dan observasi. Sebagaimana yang telah kita ketahui bersama bahwa pandemi Covid-19 yang melanda dunia, berdampak banyak di berbagai bidang kehidupan manusia, tak terkecuali bidang pendidikan. Demikian pula di negara kita, Indonesia. Sejak terjadi pandemi Covid-19 pada awal tahun 2020, pemerintah segera mengambil kebijakan perubahan sistem pada penyelenggaraan pendidikan. Selama ini, sebelum terjadi pandemi Covid-19, kegiatan belajar mengajar dilaksanakan secara langsung dan berpusat di sekolah-sekolah. Kini, di musim pandemi Covid-19, pembelajaran jarak jauh dipilih sebagai alternatif terbaik yang harus ditempuh oleh para siswa. Dalam pelaksanaan pembelajaran jarak jauh (PJJ) via online atau daring, siswa belajar secara mandiri dari rumah masing-masing, guru menyampaikan materi pembelajaran, memberikan tugas-tugas belajar melalui media pembelajaran daring. Untuk mencapai keberhasilan pembelajaran daring ini tentu membutuhkan peran serta dan kerjasama yang baik antara pihak sekolah/guru, siswa, dan orang tua siswa. Peran orang tua untuk memotivasi minat belajar anak sangat dibutuhkan. Dari hasil penelitian, peran yang dilakukan oleh orang tua sebagai motivator untuk anak diantaranya adalah memberikan perhatian, kasih sayang, fasilitas belajar, pujian, hadiah, penghargaan, dan hukuman.
Kata kunci: orang tua, motivasi belajar, anak, pandemi Covid-19
38
Zainuri, Ahmad. "PENDIDIKAN KARAKTER DI MASYARAKAT." Conciencia 19, no. 1 (June 30, 2019): 1–9. http://dx.doi.org/10.19109/conciencia.v19i1.2644.
Full textAbstract:
Society (society) is a group of people who form a semi-closed (or semi-open) system, where most interactions are between individuals in the group. The variety of education received by students in this community is very much. These include the formation of habits, formation of knowledge, attitudes and interests, as well as moral and religious formation. Education in community education can be said to be indirect education, education carried out unconsciously by the community. And the students themselves consciously or not, they have educated themselves, strengthening their faith and self-confidence in the values of morality and religion in society. That is, the community environment influences the development of students. The influence given by the environment is intentional and accidental. That is, the environment has no specific intentions in influencing the development of students. And the community environment is very influential for children's character development. If the child is in a good community environment, it will also have a good influence on the development of the child's character. Likewise, on the other hand a bad environment can also have a bad influence on children's character development. As parents, they must be smart and smart to choose a good environment for their children, because it will determine the child's character development. Character education as an effort to develop character is an effort made by the world of education to help students understand, care and act in accordance with ethical values. The purpose of character education is to form characters that are implemented in the subject's essential values with the behaviors and attitudes they have. In this case the formation of character, there must be educational networks. Especially in information technology and telecommunications today, one of the factors that have a huge influence on development or vice versa is the destruction of the character of society or the nation is mass media, especially electronic media, with the main actors being television. Actually the magnitude of the role of the media, especially print and radio media, is in the development of national character. The mass media plays a dual role. On the one hand, playing public service advertisements or touching advertisements, on the other hand broadcasts programs/soap operas which actually show negative things, which ultimately are not shunned, instead imitated by the audience. The media must be controlled by the state. The state has an obligation to control all media activities, so that they are in accordance with the goals of the country itself. The legal instruments must be clear and fair. Indonesia itself has a Depkominfo, but only regulates frequency policies, broadcasting rights, and so on. More specifically, there is the Indonesian Broadcasting Commission (KPI), which was formed more independently, but recognized by the government. KPI is expected to be able to filter media activities (especially television) to suit the country's goals, norms, culture, customs, and of course religion. However, until now, the KPI is considered to be still quite weak in acting (filtering), and so than that, it is very necessary (strength) of the participation of the community in controlling these media.
39
Hornby, Garry. "A Model for Parent Participation." British Journal of Special Education 16, no. 4 (June 8, 2007): 161–62. http://dx.doi.org/10.1111/j.1467-8578.1989.tb01374.x.
Full text
40
Stephenson, Jennifer. "Parent Participation in Individualised Educational Program Planning in NSW Schools for Specific Purposes." Australasian Journal of Special Education 20, no. 2 (1996): 5–16. http://dx.doi.org/10.1017/s103001120002368x.
Full textAbstract:
This paper examines the role that parents play in Individual Educational Program (IEP) planning in Schools for Specific Purposes (SSPs) in NSW. Quality Assurance reports on these schools provide information about parent participation and about teacher and parent attitudes to this participation. Many of the practices and attitudes found mirror the experiences reported in USA in the late 1970s and 1980s as parent participation in IEP planning became established in that country. Some suggestions are made as to possible strategies to increase parent involvement by recognising parent values as important determinants of IEP content.
41
Kheryadi, Fitri Hilmiyati, and Husnul Hotimah. "PARENTAL PARTICIPATION TO MOTIVATE STUDENTS IN LEARNING ENGLISH DURING COVID-19 PANDEMIC: THE CASE OF INDONESIAN SECONDARY SCHOOL STUDENTS." Getsempena English Education Journal 8, no. 1 (May 28, 2021): 147–63. http://dx.doi.org/10.46244/geej.v8i1.1304.
Full textAbstract:
This research seeks to investigate the role of parents in the success of children's education. It is intended to evaluate parents' role and evaluate the participation of parents in the success of elementary school students in learning English. The qualitative approach was used in this study to derive the findings by using a questionnaire and documentation from the research subject. In this report, there are 28 students and parents involved. Furthermore, the data processing method is used to accumulate the data, reduce the data, show the data, and make a conclusion. The outcome of this research is a perfect reflection of the standards of English learning success by parents. In learning vocabulary, parents understand the limitations and challenges of their children. Parents' role is also excellent; 91 percent of parents help children learn English provides benefits, and positively affect children. Then, 23 percent of parents are only interested in getting support at home with children's education; therefore, the family or siblings can help unless the child has problems.
42
Cruz, Jenny Perez, and Nerissa S. Tantengco. "Students’ Environmental Awareness and Practices: Basis for Development of Advocacy Program." MIMBAR PENDIDIKAN 2, no. 1 (March 31, 2017): 43–64. http://dx.doi.org/10.17509/mimbardik.v2i1.6022.
Full textAbstract:
ABSTRACT: The descriptive study was used to identify the environmental awareness and practices of the selected students at the Sta. Elena High School in the Philippines. Findings revealed that based on the responses in the modified Environmental Awareness Scale, the respondents were moderately aware of the environmental concepts. In the participation in environmental programs, the respondents sometimes do the tasks of recycling; water and energy conservation; non-use of harmful products; creative possible solution; and social media solution. They seldom do the tasks of participating in tree planting and joining in school’s environmental clubs. Students’ interview revealed that in spite of the almost the same programs about environmental care cited by the officers of the different school clubs, not all of their schoolmates had initiatives in keeping the school campus clean. Through the guidance of their parents, the students participate in environmental practices at home. Accordingly, the teachers should strengthen the integration of environmental concepts, principles, and practices in various subjects in the school. KEY WORD: Awareness; Environmental Awareness Scale; Environmental Advocacy Program; Environmental Problems; Social Media. ABSTRAKSI: “Kesadaran dan Pengamalan Siswa tentang Lingkungan: Dasar untuk Pengembangan Program Advokasi”. Kajian deskriptif ini digunakan untuk mengidentifikasi kesadaran dan praktek siswa terpilih di SMA (Sekolah Menengah Atas) Sta. Elena, Filipina. Temuan mengungkapkan bahwa berdasarkan tanggapan dalam Skala Kesadaran Lingkungan yang dimodifikasi, para responden cukup sadar akan konsep lingkungan. Dalam partisipasi program lingkungan, para responden kadang-kadang melakukan tugas-tugas daur ulang; konservasi air dan energi; tidak menggunakan produk yang berbahaya; solusi sekreatif mungkin; dan solusi media sosial. Mereka jarang melakukan tugas partisipatif dalam penanaman pohon dan bergabung di klub lingkungan sekolah. Para siswa mengungkapkan bahwa meskipun ada program yang hampir sama tentang perawatan lingkungan yang ditekankan oleh petugas dari klub sekolah yang berbeda-beda, tidak semua siswa sekolah memiliki inisiatif dalam menjaga lingkungan sekolah yang bersih. Melalui bimbingan orang tua, para siswa berpartisipasi dalam praktek menjaga lingkungan di rumah. Karena itu, guru harus memperkuat integrasi konsep lingkungan, prinsip, dan praktek dalam berbagai mata pelajaran di sekolah. KATA KUNCI: Kesadaran; Skala Kesadaran Lingkungan; Program Advokasi Lingkungan; Masalah Lingkungan; Media Sosial. About the Authors: Jenny Perez Cruz is the Araling Panlipunan (Social Studies) Department Coordinator of Sta. Elena High School at present in the Philippines. Nerissa S. Tantengco, Ph.D. is a Full Professor VI in the College of Teacher Development, Faculty of Behavioral and Social Sciences PNU (Philippine Normal University) in Manila, Philippines. Corresponding authors: tantengco.ns@pnu.edu.phHow to cite this article? Cruz, Jenny Perez Nerissa S. Tantengco. (2017). “Students’ Environmental Awareness and Practices: Basis for Development of Advocacy Program” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.2(1) March, pp.43-64. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online).Chronicle of the article: Accepted (September 19, 2016); Revised (January 19, 2017); and Published (March 30, 2017).
43
Gao, Xiang, and Haiping Xue. "Family Background, Parent Involvement, and Shadow Education Participation of Middle School Students: Empirical Analysis from CEPS2015 Data." Best Evidence in Chinese Education 7, no. 1 (January 29, 2021): 893–905. http://dx.doi.org/10.15354/bece.21.ar004.
Full textAbstract:
Using the 2015 data of the China Education Panel Survey (CEPS), the relationship between family socioeconomic background, parent involvement, and shadow education participation was explored through structural equations. The results showed that: parent involvement strengthened shadow education participation; parent involvement played a part in the mediating role in the influence of family socioeconomic background on shadow education participation. Parent involvement activates the advantage of family socioeconomic background. Families with high socioeconomic backgrounds are more active in participating in shadow education, and families of different strata are divided into opportunities for participation in shadow education.
44
Marhaeni, Puspita Ayu, Beti Prihandini, Sulastri Sulastri, Ni Nyoman Yeni, and Ria Setia Sari. "Pencegahan dan Penanggulangan Penyebaran COVID 19 pada Anak-Anak dengan Cara 4M." Syntax Idea 3, no. 3 (March 19, 2021): 604. http://dx.doi.org/10.36418/syntax-idea.v3i3.1087.
Full textAbstract:
The purpose of this community service is so that parents and children can understand the prevention and control of the spread of COVID-19 in children while utilizing 4M movements (washing hands, wearing masks, maintaining distance, avoiding crowds in the Indonesian language). The method used is health education and the practice of six steps to washing your hands. The results of this activity showed that children could understand and be interested in participating in health education on "prevention and control of the spread of COVID-19 to children by using 4M movements", and children and families are willing to implement protocols in their lives. The conclusion is that by implementing the 4M protocol in the family environment, we hope it can reduce the spread of COVID-19 in Indonesia
45
Quiocho, Alice M. L., and Annette M. Daoud. "Dispelling Myths about Latino Parent Participation in Schools." Educational Forum 70, no. 3 (September 30, 2006): 255–67. http://dx.doi.org/10.1080/00131720608984901.
Full text
46
Sakamoto, Jutaro. "The Association Between Parent Participation in School Management and Student Achievement in Eight Countries and Economies." International Education Studies 14, no. 1 (December 26, 2020): 115. http://dx.doi.org/10.5539/ies.v14n1p115.
Full textAbstract:
Parent participation in school management has been promoted as a strategy for holding schools accountable for education quality and outcomes. However, the evidence has proven inconclusive and limited in explaining mechanisms to affect student achievement. By using public school student data derived from the Programme for International Student Assessment 2015, this study examines how 1) participation of a student’s own parents in school management, which would affect their learning support at home and 2) participation of a group of parents, which would influence school decisions and thus affect the learning environment at school, are associated with student achievement in Croatia, Georgia, Portugal, the Dominican Republic, Mexico, Korea, Hong Kong, and Macao. I found no evidence that parent participation in school management contributed to improving student achievement. Instead, depending on the country, a negative association is derived from either individual-level or school-level parent participation. The associations are not moderated by parents’ socioeconomic status but by school’s openness to parental engagement in some of the countries, indicating that what matters might not be participation per se but the degree of engagement. The findings underscore the importance of understanding mechanisms and conditions in which parent participation affects student learning in context to design effective participatory school governance.
47
Porras Hein, Nancy. "Mexican American Parent Participation and Administrative Leadership." Journal of Latinos and Education 2, no. 2 (April 2003): 109–15. http://dx.doi.org/10.1207/s1532771xjle0202_5.
Full text
48
Paull, Thelma M. "Why don't fathers attend parent education programs?" Children Australia 29, no. 1 (2004): 12–18. http://dx.doi.org/10.1017/s103507720000585x.
Full textAbstract:
This article discusses the lack of attendance of fathers at parent education programs from both gender and personality perspectives. Some suggestions are made that may guide decisions so that father participation rates can be increased.
49
Wirawan, Desak Tiara. "Social Accountability Process of Islamic Boarding School: Case Study of Sidogiri Pasuruan Islamic Boarding School." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 134. http://dx.doi.org/10.18415/ijmmu.v6i1.497.
Full textAbstract:
This research aims to know the process of social aspects influenced the importance of accountability in an organization of Islamic religious education that is don't give priority to profits in its operational activities, in Indonesia is often referred to as boarding schools. In order to further deepen the social accountability of the process, then the researchers used a qualitative research method with approach case studies boarding school Sidogiri Pasuruan. As for the analysis tools used are interactive analysis. As noted, there are more and more accountability role played in ancient civilizations and pre-modern societies. Therefore, at this time, the case for tracing the genealogy of accountability as a follow up said is best seen as a presumption that requires further examination. One of them is about the accountability of boarding schools which is rich in religious values and culture as a form of the spread of Islam. The dynamic life of boarding schools has been proven with the involvement of active participation in providing service to the community and many aspects of life that always accompany it. Interestingly, in terms of financial resources, the pesantren depends not only on the parents of the students, but also other sources of funding. The existence of this mandate, then boarding schools are definitely required to conduct financial accountability. These principles are very in line with the principles of Islamic law. It is closely related to surat Al-Baqarah verse 282 and 283 goals for the benefit of the people, i.e. If there is a transaction then write so that measurements obtained in a fair manner, not preferential treatment and is not reduced (ash-Syu'ara v. 181-184). Can be said to forbid these forms of transactions contrary to the Shariah.
50
Niken Wilantari, Regina, and Meinarti Puspaningtyas. "Education, work participation and income in Indonesia." SPLASH Magz 1, no. 2 (April 21, 2021): 68–73. http://dx.doi.org/10.54204/splashmagzvol1no1pp68to73.
Full textAbstract:
This study examines the relationship of education in encouraging work participation which in turn can increase the aggregate income of the people as indicated by an increase in GDP per capita in Indonesia. To achieve this goal, the Quantitative Threshold Autoregressive method is used to predict the behaviour of the data so that the behaviour of the relationship between data can be seen and can be seen the growth of community income and future work participation when investing in education is increased or done. We found that education is an important pillar in economic development. Education based on the estimation results requires a process in improving the quality of human resources and requires time in the process of increasing income. However, education can boost income and work participation in an aggregate manner so that the population can be more prosperous.