Factors to Improve School Management and Social Science Student Learning Outcomes Through Cooperation with Parents

Iswan Riyadi, Loso Judijanto, Anisah Anisah, Siti Muflihah, Henny Sanulita, Jitu Halomoan Lumbantoruan

Abstract


The curriculum expects parental involvement in their children's education. Actively involving parents in the learning process can improve student learning outcomes. But the fact is that many schools do not involve parents because of social gaps. It is urgent to study the gap between the expectation that parents are involved in schools and the fact that many schools do not involve parents. This study aims to determine the background of the parents studied and to provide a descriptive analysis of the school's cooperation with parents in stimulating them to be involved in their children's education. The research sample consisted of 285 parents of junior high school social studies students who were selected randomly. The study used quantitative data, collected through a questionnaire that was compiled and developed based on indicators. The data analysis technique used descriptive statistics with the help of SPSS version 25.0 by calculating the mean, percentage, and standard deviation for each indicator and interpreting them. The results found a significant relationship between school and parent collaboration in improving their children's education. The more the parents feel that their presence is appreciated by the school, the greater their involvement in their children's education. The conclusion reached was that a sound relationship established by the school can encourage parents to be directly involved in various educational activities and important activities organized by the school.

https://doi.org/10.26803/ijlter.23.8.18


Keywords


Collaboration; Management; Learning Outcomes; Parents; Social Sciences

Full Text:

PDF

References


Aleksi?, G., Bebi?-Crestany, D., & Kirsch, C. (2024). Factors influencing communication between parents and early childhood educators in multilingual Luxembourg. International Journal of Educational Research, 124(November 2023), 1–14. https://doi.org/10.1016/j.ijer.2023.102309

Ali, N., Mukhtar, S., Khan, Y., Ahmad, M., & Khan, Z. U. (2022). Analysis of Secondary School Students’ Academic Performance and Parental Involvement in Children Education At Home. Obrazovanie i Nauka, 24(9), 118–142. https://doi.org/10.17853/1994-5639-2022-9-118-142

Alinsunurin, J. (2020). School learning climate in the lens of parental involvement and school leadership: lessons for inclusiveness among public schools. Smart Learning Environments, 7(1), 1-16. https://doi.org/10.1186/s40561-020-00139-2

Arulogun, O. T., Akande, O. N., Akindele, A. T., & Badmus, T. A. (2020). Survey dataset on open and distance learning students’ intention to use social media and emerging technologies for online facilitation. Data in Brief, 31(August 2020), 4–11. https://doi.org/10.1016/j.dib.2020.105929

Ataro, G. (2020). Methods , methodological challenges and lesson learned from phenomenological study about OSCE experience : Overview of paradigm- driven qualitative approach in medical education. Annals of Medicine and Surgery, 49(November 2019), 19–23. https://doi.org/10.1016/j.amsu.2019.11.013

Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020). Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness. Early Childhood Research Quarterly, 53(4th Quarter 2020), 260–273. https://doi.org/10.1016/j.ecresq.2020.05.005

Beach, D., & Vigo Arrazola, M. B. (2020). Community and the education market: A cross-national comparative analysis of ethnographies of education inclusion and involvement in rural schools in Spain and Sweden. Journal of Rural Studies, 77(April), 199–207. https://doi.org/10.1016/j.jrurstud.2020.05.007

Cheng, G., Yang, F., Xiong, F., Zhao, L., Zhang, L., & Wang, Y. (2020). Comparison of nutrition education policies and programs for children in China and other selected developed countries. Global Health Journal, 4(3), 72–78. https://doi.org/10.1016/j.glohj.2020.08.002

Chowa, G. A. N., Masa, R. D., & Tucker, J. (2013). The effects of parental involvement on academic performance of Ghanaian youth: Testing measurement and relationships using structural equation modeling. Children and Youth Services Review, 35(12), 2020–2030. https://doi.org/10.1016/j.childyouth.2013.09.009

de Jong, P. F., Schreurs, B. G. M., & Zee, M. (2022). Parent–child conflict during homeschooling in times of the COVID-19 pandemic: A key role for mothers’ self-efficacy in teaching. Contemporary Educational Psychology, 70(June), 102083.1-11. https://doi.org/10.1016/j.cedpsych.2022.102083

Ek, A., Nordin, K., Nyström, C. D., Sandvik, P., Eli, K., & Nowicka, P. (2020). Responding positively to “children who like to eat”: Parents’ experiences of skills-based treatment for childhood obesity. Appetite, 145(1 February 2020), 104488.1-36. https://doi.org/10.1016/j.appet.2019.104488

Fehérvári, A., & Varga, A. (2023). Mentoring as prevention of early school leaving: a qualitative systematic literature review. Frontiers in Education, 8(August), 1–15. https://doi.org/10.3389/feduc.2023.1156725

Fiskerstrand, A. (2022). Literature review – Parent involvement and mathematic outcome. Educational Research Review, 37(March), 100458.1-16. https://doi.org/10.1016/j.edurev.2022.100458

Henderson, L., Grové, C., Lee, F., Trainer, L., Schena, H., & Prentice, M. (2020). An evaluation of a dog-assisted reading program to support student wellbeing in primary school. Children and Youth Services Review, 118(September), 105449.1-8. https://doi.org/10.1016/j.childyouth.2020.105449

Henriksen, D., Henderson, M., Creely, E., Carvalho, A. A., Cernochova, M., Dash, D., Davis, T., & Mishra, P. (2021). Creativity and risk-taking in teaching and learning settings: Insights from six international narratives. International Journal of Educational Research Open, 2(2), 100024.1-11. https://doi.org/10.1016/j.ijedro.2020.100024

Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65(October 2018), 101220. 1-10. https://doi.org/10.1016/j.learninstruc.2019.101220

Iivari, N., Ventä-Olkkonen, L., Hartikainen, H., Sharma, S., Lehto, E., Holappa, J., & Molin-Juustila, T. (2023). Computational empowerment of children: Design research on empowering and impactful designs by children. International Journal of Child-Computer Interaction, 37(2), 100600.1-17. https://doi.org/10.1016/j.ijcci.2023.100600

Jahreie, J. (2023). Early childhood education and care teachers’ perceptions of school readiness: A research review. Teaching and Teacher Education, 135(February), 104353.1-17. https://doi.org/10.1016/j.tate.2023.104353

Jailobaeva, K., Jailobaev, T., Baialieva, G., Ismanbaeva, R., Kirbasheva, D., & Adam, M. A. (2023). Empowering parents and promoting school and teacher accountability and responsiveness: Case of Kyrgyzstan. International Journal of Educational Development, 103(September), 102899.1-23. https://doi.org/10.1016/j.ijedudev.2023.102899

Kamal, S. S. L. A., Masnan, A. H., & Hashim, N. H. (2022). Parental Involvement in Young Children’s Education in Malaysia: A Systematic Literature Review. International Journal of Learning, Teaching and Educational Research, 21(3), 319–341. https://doi.org/10.26803/ijlter.21.3.17

Kamal, S. S. L. A., Masnan, A. H., & Hashim, N. H. (2023). A systematic literature review on levels and effects of parental involvement in children’s learning. International Journal of Evaluation and Research in Education, 12(3), 1253–1261. https://doi.org/10.11591/ijere.v12i3.24293

Karaagac, D., Bilecen, B., & Veenstra, R. (2022). Understanding Syrian parents’ educational involvement in their children’s primary education in Turkey. International Journal of Educational Research Open, 3(January), 1-8. https://doi.org/10.1016/j.ijedro.2022.100184

Keppens, G., & Spruyt, B. (2020). The impact of interventions to prevent truancy: A review of the research literature. Studies in Educational Evaluation, 65(January), 100840.1-11. https://doi.org/10.1016/j.stueduc.2020.100840

Kobakhidze, M. N., Ying, M., & Tsaloukidis, A. A. (2023). The impact of social class on out-of-school activities: Converging trends in parental choices? International Journal of Educational Development, 103(April), 1-7. https://doi.org/10.1016/j.ijedudev.2023.102881

Kohlmeier, M., & Fischer-Neumann, M. (2024). Upward track mobility into academic upper secondary education: Effects of challenging parental expectations, immigrant origin, and older siblings on students’ educational choices. Research in Social Stratification and Mobility, 90(September 2023), 100892.1-13. https://doi.org/10.1016/j.rssm.2024.100892

Kovács, K. E., Dan, B., Hrabéczy, A., Bacskai, K., & Pusztai, G. (2022). Is Resilience a Trait or a Result of Parental Involvement? The Results of a Systematic Literature Review. Education Sciences, 12(6), 1-22. https://doi.org/10.3390/educsci12060372

Leath, S., Marchand, A. D., Harrison, A., Halawah, A., Davis, C., & Rowley, S. (2020). A qualitative exploration of Black mothers’ gendered constructions of their children and their parental school involvement. Early Childhood Research Quarterly, 53(4th Quarter 2020), 124–135. https://doi.org/10.1016/j.ecresq.2020.03.007

Lewis-Dagnell, S., Parsons, S., & Kovshoff, H. (2023). Creative methods developed to facilitate the voices of children and young people with complex needs about their education: A systematic review and conceptual analysis of voice. Educational Research Review, 39(October 2022), 100529.1-17. https://doi.org/10.1016/j.edurev.2023.100529

Liu, T., Zhang, X., & Jiang, Y. (2020). Family socioeconomic status and the cognitive competence of very young children from migrant and non-migrant Chinese families: The mediating role of parenting self-efficacy and parental involvement. Early Childhood Research Quarterly, 51(2nd Quarter 2020), 229–241. https://doi.org/10.1016/j.ecresq.2019.12.004

Mahfud, T., Triyono, M. B., Sudira, P., & Mulyani, Y. (2020). The influence of social capital and entrepreneurial attitude orientation on entrepreneurial intentions: the mediating role of psychological capital. European Research on Management and Business Economics, 26(1), 33–39. https://doi.org/10.1016/j.iedeen.2019.12.005

Major, S. O., Palos, A. C., Gaspar, M. F., & Santos, A. I. (2024). Do we get what we expect? A qualitative study of preschool teachers’ experiences with the Incredible Years® Teacher Classroom Management program. Children and Youth Services Review, 163(June), 107782.1-11. https://doi.org/10.1016/j.childyouth.2024.107782

Moreira, T., Martins, J., Núñez, J. C., Oliveira, A., Martins, J., & Rosário, P. (2023). Acculturation and school engagement: The case of Portuguese students with Roma background. Revista de Psicodidactica, 28(1), 67–79. https://doi.org/10.1016/j.psicod.2022.11.003

Munthe, E., & Westergård, E. (2023). Parents’, teachers’, and students’ roles in parent-teacher conferences; a systematic review and meta-synthesis. Teaching and Teacher Education, 136(September 2022), 104355.1-11. https://doi.org/10.1016/j.tate.2023.104355

Murshidi, G. Al, Daoud, S., Derei, R. Al, Alhamidi, H., Jabir, W., & Sayed, N. (2023). Parental involvement in English as foreign language learners’ education: Challenges and solutions in a post-pandemic era. International Journal of Educational Research Open, 5(June), 1-7. https://doi.org/10.1016/j.ijedro.2023.100297

Musengamana, I. (2023). A Systematic Review of Literature on Parental Involvement and Its Impact on Children Learning Outcomes. OALib, 10(10), 1–21. https://doi.org/10.4236/oalib.1110755

Nunes, C., Oliveira, T., Castelli, M., & Cruz-Jesus, F. (2023). Determinants of academic achievement: How parents and teachers influence high school students’ performance. Heliyon, 9(2), e13335.1-16. https://doi.org/10.1016/j.heliyon.2023.e13335

Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology, 78(November 2019), 96–114. https://doi.org/10.1016/j.jsp.2019.11.004

Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75(February), 102175.1-9. https://doi.org/10.1016/j.ijedudev.2020.102175

Sakaria, D., Maat, S. M., & Mohd Matore, M. E. E. (2023). Examining the Optimal Choice of SEM Statistical Software Packages for Sustainable Mathematics Education: A Systematic Review. Sustainability (Switzerland), 15(4), 1-23. https://doi.org/10.3390/su15043209

Santos, F., Sousa, H., Gouveia, É. R., Lopes, H., Peralta, M., Martins, J., Murawska-Cia?owicz, E., ?urek, G., & Marques, A. (2023). School-Based Family-Oriented Health Interventions to Promote Physical Activity in Children and Adolescents: A Systematic Review. American Journal of Health Promotion, 37(2), 243–262. https://doi.org/10.1177/08901171221113836

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60(January 2020), 101832.1-47. https://doi.org/10.1016/j.cedpsych.2019.101832

Sethi, J., & Scales, P. C. (2020). Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most. Contemporary Educational Psychology, 63(August), 101904.1-18/. https://doi.org/10.1016/j.cedpsych.2020.101904

Sianturi, M., Lee, J.-S., & Cumming, T. M. (2022). Shifting the belief of the “hard-to-reach parents” to “reachable parents”: Parent-teacher collaboration within schools in a post-colonial country. International Journal of Intercultural Relations, 97(August), 101892.1-14. https://doi.org/10.1016/j.ijintrel.2023.101892

Stiff, J., Lenkeit, J., Hopfenbeck, T. N., Kayton, H. L., & McGrane, J. A. (2023). Research engagement in the Progress in International Reading Literacy Study: A systematic review. Educational Research Review, 40(September 2022), 100547.1-14. https://doi.org/10.1016/j.edurev.2023.100547

Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., Pramono, R., Purwanto, A., Purba, J. T., Munthe, A. P., Juliana, & Harimurti, S. M. (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning? Systematic Reviews in Pharmacy, 11(8), 524–530. https://doi.org/10.31838/srp.2020.8.74

Susanto, T., Rasni, H., Susumaningrum, L. A., Rahmawati, I., Yunanto, R. A., & Septiyono, E. A. (2020). Caring for Adolescents Based on the Wisdom of Indonesian Pandalungan Culture: An Ethnonursing Pilot Study. Journal of Pediatric Nursing, 55(xxxx), e270–e278. https://doi.org/10.1016/j.pedn.2020.05.015

Tu, K. M., Li, X., Guntzviller, L. M., & Cai, T. (2024). Academic challenges during early adolescence: Mothers’ advice and youth responses to advice. Journal of Applied Developmental Psychology, 92(March), 101648.1-12. https://doi.org/10.1016/j.appdev.2024.101648

White, M. (2023). Sample size in quantitative instrument-based studies published in Scopus up to 2022: An artificial intelligence aided systematic review. Acta Psychologica, 241(March), 104095.1-8. https://doi.org/10.1016/j.actpsy.2023.104095

Yan, Y., & Bava Harji, M. (2023). Non-Qualitative Approach To English Teacher Identity Research: a Systematic Review (2012-2022). International Journal of Education, Psychology and Counseling, 8(52), 212–230. https://doi.org/10.35631/ijepc.852018

Yang, D., Chen, P., Wang, K., Li, Z., Zhang, C., & Huang, R. (2023). Parental Involvement and Student Engagement: A Review of the Literature. Sustainability (Switzerland), 15(7), 1–17. https://doi.org/10.3390/su15075859

Zhou, S., Zhou, W., & Traynor, A. (2020). Parent and teacher homework involvement and their associations with students’ homework disaffection and mathematics achievement. Learning and Individual Differences, 77(September 2019), 101780.1-10. https://doi.org/10.1016/j.lindif.2019.101780


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493