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Добірка наукової літератури з теми "Education Parent participation Indonesia"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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Статті в журналах з теми "Education Parent participation Indonesia"

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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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<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>

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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.

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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

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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.

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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).

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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.

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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).

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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.

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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.

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Дисертації з теми "Education Parent participation Indonesia"

Matty-Cervantes, Carmen Maria. "Describing parent participation in a Mexican school." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2534.

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Understanding why and how parents participate in Mexican schools can inform the efforts of American principals and teachers in their work with Mexican newcomers or with the parents of Mexican-American students. The purpose of this study is to describe parent participation opportunities, attitudes, and practices in Mexico according to parents, teachers, and administrator. The study was carried out as a qualitative research of a case study using phenomenology as the approach to collecting data. Data collection had three facets: interviews, observations, and documents. Findings revealed that parent participation is active in the Mexican school studied. All stakeholders held high regard for parent involvement. Also, each group had a conceived boundary of responsibilities. Parent involvement varied within the conventional and nonconventional. Similar barriers to parent participation were expressed by the stakeholders in Mexico as are indicated in the literature review for the United States. The findings from the case study were used to offer ideas to the United States schools on how to involve Mexican immigrants parents in their children's education.

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Duplissie, Kevin L. "Parent Perceptions on Kindergarten Entry." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/DuplissieKL2009.pdf.

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Friedel, Tracy L. "Case study of Aboriginal parent participation in public education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ47135.pdf.

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Chang, Kyung-Ho. "Parent perception of adapted physical education programs for the handicapped child as a factor of parent participation." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291293125.

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Ingram, Booker T. "Citizen participation : an analysis of parent participation in district advisory councils in three Ohio school districts /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148769470278218.

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Hlatshwayo, Boy Cyril. "Black parent's perceptions of their educational responsibility in a changing educational dispensation." Thesis, University of Zululand, 1996. http://hdl.handle.net/10530/1141.

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Submitted in fulfillment of the requirements for the degree Doctor of Education in the Department of Educational Psychology and Special Education Faculty of Education University of Zululand, South Africa, 1996.
The aim of this investigation was to establish black parents' perceptions regarding their educational responsibility in a changing educational dispensation. From the literature study it became clear that rapid change represents one of the most dynamic features of modern society and the traditional black family is not left untouched by this. The influence of permissiveness, materialism and the mass-media forces parents to educate their children under circumstances quite different to those under which they themselves were reared. Industrialization, urbanization, politicization and the norm crisis are the most dominant characteristics of modern society which gave rise to numerous problems regarding the adequate functioning of the family. In the historical overview of black education in South Africa it was revealed that during the nineteenth century the education of black children in South Africa was funded and controlled by different churches. Between 1904 and 1953 the administration of Black Education was jointly performed by the churches and provinces and during these years the policy of segregation and inequalities in education are well-known and well-documented. After the National Party's accession in 1948 and the passing of the Bantu Education Act in 1953, separation in black education became formalised through legislation and was vigorously implemented. Since the early 1950s apartheid education was vociferously opposed by black students and teachers. The sporadic protests and boycotts of the 1950s and 1960s culminated in the student riots of 1976 which signalled an end to apartheid education. Changes in society had remarkable and adverse effects on the educational responsibility of black parents. The traditional practice, where children learned from their parents and eiders, changed to a Western system where professionals teach children with the aid of textbooks. Parents should, however, have no uncertainties as to their educational responsibility as parents. As the child's primary educators, parents are responsible for the child's adequate education at home, which serves as a basis for school education. They should be fully aware of their role, purpose and task, as well as the possibilities and limitations of their activities as regard the education of their children. The purpose of the child's education is not only adequate support and guidance towards adulthood, but also optima! realization of the child's unique potential. Responsible education can only be adequately realised if the educational relationship between parent and child is based on trust, understanding and authority. For the purpose of the empirical investigation a self-structured questionnaire was utilised. An analysis was done of 150 questionnaires completed by the parents of standard 8 pupils in Umlazi schools. The data thus obtained was processed and interpreted by means of descriptive and inferential statistics. The hypothesis, namely that the relationship of trust, understanding and authority between parent and child has no relation with the gender or age of the parents or the number of school-going children in the family, has to be accepted. In conclusion, a summary and certain finding emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: Cultural leaders must re-establish and meaningfully foster the efficient functioning of the nuclear family. Parent guidance and parent involvement programmes must be established at schools.

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Hardesty, Bridget Anderson. "Improving student achievement through parent involvement." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2817.

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This project consisted of four parent workshops designed to examine and strengthen home-school communication for Banks Elementary School students, teachers, and parents. The goals of the workshops were to improve parent-teacher relations, increase parent usage of school resources, and increase parent student interaction in the home. Workshop topics included providing parents with information on state-mandated testing, literacy issues, reading strategies, and homework.

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Johnson, Eloise Nobis. "Parent involvement in family literacy." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1565.

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Hutchins, Marilyn K. "Formative development of a parent tutor program." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54200.

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The procedural problem of this action research study was to develop a parent tutor program to teach parents how to work more effectively with the homework process. The review of literature examined (a) parent involvement, (b) parent education, (c) homework, and (d) curriculum development. A formative evaluation methodology involved four phases: (a) development, (b) implementation, (c) assessment, and (d) revision. The researcher used two curriculum software packages, Peaks CourseBuilding Software and PEAKSolutions LessonBuilding Software™. developed by PEAKSolutions and Vogler in 1989, to prepare a curriculum resource guide containing leader (counselor) guidelines, syllabus, and nine lesson plans. A foundation was provided by a selfhelp book on minimizing the homework hassle entitled Parents as Tutors, written by Vogler and Hutchins in 1988. Six elementary counselors formed an advisory panel to provide formative evaluation/validation of the program during the development and revision phases. The subjects were groups of parents who volunteered to participate in parent tutor groups at three elementary schools in southwest Virginia. Four instruments were designed and used in the formative evaluation process. One was a questionnaire completed by the advisory panel. The others were completed by the participants at the beginning, during, and at the end of the parent education groups. All parents who completed the parent tutor program indicated they experienced positive involvement in the homework process for themselves as well as benefits for their children. Conclusions related to parent participant goals for and problems with the homework process, reasons for parent group attrition, leader role and parent group strategies, and the importance of evaluative data. Recommendations were provided for parent tutor groups and future research. A counselor oriented parent tutor curriculum resource guide including a syllabus and nine comprehensive lesson plans with fieldtested revisions are included in the dissertation.
Ed. D.

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Robinson, Jill M. "Special education teachers' perceptions of parent participation at the IEP conference within inclusive education." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40209.

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Книги з теми "Education Parent participation Indonesia"

Vopat, James. The parent project: A workshop approach to parent involvement. York, Me: Stenhouse Publishers, 1994.

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Woods, Philip A. A strategic view of parent participation. London: Taylor & Francis, 1998.

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Kalantzis, Mary. The parent-school partnership: Issues of parent participation in culturally diverse schools. Wollongong, Australia: Published for the Office of Multicultural Affairs, Dept. of the Prime Minister and Cabinet by the Centre for Multicultural Studies, University of Wollongong, 1992.

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Learning without school: Home education. London and Philadelphia, PA: Jessica Kingsley Publishers, 2009.

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Dardig, Jill C. Involving parents of students with special needs: 25 ready-to-use strategies. Thousand Oaks, CA: Corwin Press, 2008.

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How's my kid doing?: Practical answers to questions about your child's education. New York: Crossroad Pub., 2008.

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Pellegrino, Louis. The common sense guide to your child's special needs: When to worry, when to wait, what to do. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

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Montessori madness: A parent to parent argument for Montessori education. Georgetown, Tex: Sevenoff, 2009.

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Rutherford, Barry. Studies of education reform: Parent and community involvement in education : final technical report. Denver, Colo: RMC Research Corp., 1995.

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D, Vairo Philip, ed. The hot-button issues in today's schools: What every parent needs to know. Lanham, Md: Rowman & Littlefield Education, 2006.

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Breneselović, Dragana Pavlović, Lidija Miškeljin, and Tijana Bogovac. "Parent participation in preschool education in Serbia." In Parental Engagement and Early Childhood Education Around the World, 221–31. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367823917-19.

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Hook, Genine. "Equitable and Widening Participation in Higher Education." In Sole Parent Students and Higher Education, 155–71. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59887-5_9.

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Hinton-Smith, Tamsin. "Lone Parent Students’ Motivations for and Hopes of Higher Education Engagement." In Widening Participation in Higher Education, 108–26. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283412_7.

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Bogovac, Tijana. "The issue of parent participation in preschool education in Serbia." In Teachers’ and Families’ Perspectives in Early Childhood Education and Care, 182–92. Abingdon, Oxon : New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730546-15.

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Taysum, Alison, and Carole Collins Ayanlaja. "Educational Success for Black Children in the Public School System: Parent Participation and Community Empowerment." In Handbook on Promoting Social Justice in Education, 1–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_28-1.

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Taysum, Alison, and Carole Collins Ayanlaja. "Education Success for Black Children in the Public School System: Parent Participation and Community Empowerment." In Handbook on Promoting Social Justice in Education, 1825–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_28.

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Dýrfjörð, Kristín, and Guðrún Alda Harðardóttir. "Children's participation in parent meetings in light of the history of preschool policy documents in Iceland." In Parental Engagement and Early Childhood Education Around the World, 151–61. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367823917-13.

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Purnastuti, Losina, and Rita Eka Izzaty. "Access and Equity in Higher Education in Indonesia." In Widening Higher Education Participation, 119–34. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-08-100213-1.00008-1.

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Menard-Warwick, Julia. "Bilingual Education and Translingual Practice." In Bilingual Parent Participation in a Divided School Community, 37–62. Routledge, 2018. http://dx.doi.org/10.4324/9780429505850-3.

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Simpson, Richard L., and Craig R. Fiedler. "Parent Participation in Individualized Educational Program (IEP) Conferences: A Case for Individualization." In The Second Handbook on Parent Education, 145–71. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-08-091820-4.50012-x.

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Тези доповідей конференцій з теми "Education Parent participation Indonesia"

"Ethnic Violence and Community Participation in Indonesia." In Higher Education and Innovation Group. Higher Education and Innovation Group in Education (HEAIG), 2017. http://dx.doi.org/10.15242/heaig.h0117414.

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SINAGA, LENNI, PANINGKAT SIBURIAN, and PANIGORAN SIBURIAN. "The Impact Of Parent Class On Parent Engagement In Children's Education." In Proceedings of the First Nommensen International Conference on Creativity & Technology, NICCT, 20-21 September 2019, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2296596.

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Betts, Anastasia. "The RESET Framework: Examining Critical Factors in Parent-Child Math Participation." In The IAFOR International Conference on Education – Hawaii 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2189-1036.2021.21.

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Tianping, Zheng, and Wang Tao. "Pattern of Parent Participation in Motor Training for Children with Cerebral Palsy: A Qualitative Research." In 2015 3d International Conference on Advanced Information and Communication Technology for Education (ICAICTE-2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icaicte-15.2015.44.

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Shuklina, Elena, and Elizaveta Shirokova. "PUBLIC PARTICIPATION OF THE PARENT COMMUNITY: HOW PUBLIC ACTIVITY OF PARENTS INCREASES THEIR TRUST IN THE EDUCATION SYSTEM." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0712.

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Annova, F., A. Darlis, and S. Fitriani. "Social Participation of Badoncek Culture for Maintaining Moral Education in Pariaman of Indonesia." In Proceedings of the 2nd Workshop on Multidisciplinary and Applications (WMA) 2018, 24-25 January 2018, Padang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.24-1-2018.2292402.

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Musyarapah, Musyarapah, and Helmiannoor Helmiannoor. "Community Participation Model in Development of Education Facilities and Infrastructure." In Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.8-12-2018.2283979.

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Kusumaningrum, Tiyas. "Men's Participation to Support Early Detection of Cervical Cancer in Indonesia: A Literature Review." In 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.45.

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Rahayu, Tandiyo, Widya Cahyati, Lukman Fauzi, Michael Chia, Terence Chua, Hendri Hariyanto, Anisa Hardini, and Farida Hardanis. "Digital Media Habits among Parent of Preschool Child Aged 2-6 Years in Semarang City, Indonesia." In Proceedings of the 5th International Seminar of Public Health and Education, ISPHE 2020, 22 July 2020, Universitas Negeri Semarang, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.22-7-2020.2300319.

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Agustina, Heryani, and Ayih Sutarih. "Community Participation in Political Development: A Study of Political Engagement in General Election in Indonesia." In International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200402.029.

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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.

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Putriastuti, Massita Ayu Cindy, Vivi Fitriyanti, Vivid Amalia Khusna, and Inka B. Yusgiantoro. Crowdfunding Potential: Willingness to Invest and Donate for Green Project in Indonesia. Purnomo Yusgiantoro Center, August 2022. http://dx.doi.org/10.33116/pycrr-1.

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Highlights • Individual investors prefer to have an investment with high ROI rather than a low-profit investment with environmental and social benefits. • Males invest and donate more money than females in terms of quantity and frequency. • People with a level of education above an associate degree (D3) have a significantly higher level of willingness to invest and donate to green project, compared to people with a lower level of education. • In general, people with a higher income level have a higher willingness to invest. However, there is no proof on the relationship between level of income and willingness to donate. • The age increases have a positive correlation with the willingness to invest in green project. Nevertheless, people >44 years old are more interested in donating than investing. • The younger generation (<44 years) tends to pick higher returns and short payback periods compared to the older generations (>44 years). • The respondents tend to invest and donate to the project located in the frontier, outermost, and least developed region (3T) even though the majority of the respondents are from Java, Madura, and Bali. • A social project such as health and education are preferable projects chosen by the respondents to invest and donate to, followed by the conservation, climate crisis, region’s welfare, and clean energy access. • Clean energy has not been seen as one of the preferred targets for green project investors and donors due to the poor knowledge of its direct impact on the environment and people’s welfare. • The average willingness to invest and donate is IDR 10,527,004 and IDR 2,893,079/person/annum with desired return on investment (ROI) and payback period (PP) of 5–8% 24 months, respectively. • Respondents prefer to donate more money to reward donations than donations without reward. • There is an enormous potential of crowdfunding as green project alternative financing, including renewable energy. The total investment could reach up to IDR 192 trillion (USD 13.4 billion)/annum and up to IDR 46 trillion (USD 3.2 billion)/annum for donation. • The main bottlenecks are poor financial literacy and the lack of platforms to facilitate public participation. • COVID-19 has decreased willingness to pay and invest due to income reduction and the uncertain economic recovery situation. However, it makes people pay more attention to the sustainability factor (shifting paradigm in investment).

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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.

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