The Importance of Community Participation in Supporting

Education in Schools amid Issues of Illegal Levies by the Saber Pungli

Team in the Educational Environment

Zulfikar

, Paningkat Siburian

and Sukarman Purba

Universitas Negeri Medan, Medan -Indonesia

Keywords: Education, Community, Participation, Illegal Levies

Abstract: The success of education is not only determined by the process of education in schools and the availability

of facilities and infrastructure, but also determined by the community environment. Education is a shared

responsibility between government, schools, society. This means implying that parents and the community

have the responsibility to participate, to think and provide assistance in school education. In developed

countries, schools are created by the community, so that the quality of schools is the center of their attention

optimally by parents, stakeholders, communities and institutions in the community. In fact, we often find

schools that do not have good names in the community, they will eventually die. This is because schools are

not able to make good and harmonious relationships. Likewise, quality schools will be sought and even the

public will pay high prices as long as children are accepted at school. Community empowerment needs to be

improved, the current dilemma of the latest issue with indications of a lot of fees at school is seen as

extortion which makes the role of the community weaker, because so far the community has participated in

schools through SPP or money to school committees through school committee committees known as

contributions the committee, in the presence of Tim Saber Pungli when this made the Society further away

from school, with a dilemma between school fears in the indication that illegal costs had an impact on the

loss of Community Empowerment in Schools.

1 INTRODUCTION

Society and education

1. Why does education show people?

The success of education is not only determined by

the education process in schools and the availability

of facilities and infrastructure, but also determined

by the family or community environment. Education

is therefore a shared responsibility between

government (school), family and society. It’s means

to imply that parents and the community have a

responsibility to participate, to think and provide

assistance in the provision of education in schools.

The high participation of parents in schooling is

one of the hallmarks of good school management,

meaning the extent to which the community can be

empowered in the education process in schools is an

indicator of the school's management. Community

empowerment in this education is essential for good

schools (Kumars, 1989). The level of community

participation in the educational process at this school

seems to have a major impact on the progress of the

school, the quality of teaching services in schools

that will ultimately affect the progress and

achievement of children in school. This is explicitly

stated by Husen (1989) in his research that students

can learn a lot because it is stimulated by homework

provided by teachers and will work well thanks to

their parents' efforts in providing support.

Other studies that reinforce what is stated above

by Levine and Hagigus, 1988) suggest that the

family environment, the way of parental treatment of

their children as one of their ways of participation in

education can enhance the intellectual of the child.

This parent's participation is heavily dependent on

the characteristics and creativity of the school in

using the approach to them. This means that the

community will participate optimally in the

implementation of education in the school is very

dependent on what and how schools approach in

Zulﬁkar, ., Siburian, P. and Purba, S.

The Importance of Community Participation in Supporting Education in Schools amid Issues of Illegal Levies by the Saber Pungli Team in the Educational Environment.

DOI: 10.5220/0009495103190327

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 319-327

ISBN: 978-989-758-432-9

319

order to empower them as partners of quality

schools. This is confirmed by Brownell that

community knowledge about the program is the

beginning of attention and support. Therefore,

parents / communities who do not get explanations

and information from schools about what and how

they can help schools (especially in rural areas) will

tend to not know what they will do, how they should

do something to help the school. It is as a result of

their incomprehension. In developed countries,

schools are indeed created by the community, so the

quality of school is at the center of their attention

and they always strive to be defended. This can

happen because they already believe that schools are

the best and convincing way to nurture the growth

and growth of their children. Given the high

confidence in the ability of schools in the formation

of their children in building a good future, they are

actively and optimally participated from the

planning, implementation and supervision of the

management and administration of schools, due to

high awareness of the community concerned.

The importance of parent / community

involvement on the success of this education has

been proven by Richard Wolf in his research which

concludes that there is a very significant correlation

(0.80) between the family environment and the

learning achievement. This research in Indonesia has

also proved the same.

Such high participation does not seem to occur in

developing countries (including Indonesia).

Hoyneman and Loxley stated that in developing

countries most families cannot yet be expected to

help more and lead student learning, so that students

in developing countries spend less time in learning.

This is because many community / parents of

students have not understood the basic meaning of

their role in children's education. Even Made Pidarta

stated that in rural areas where the level of

socioeconomic status is low, they almost ignore

educational institutions and they fully surrender their

child's education responsibilities to the school.

2. The need to manage school relationships with

the community

The educational environment is everything that

exists and takes place around the educational process

(human and physical environment) all of these

environmental circumstances play a role and

contribute to the process of improving the quality of

education and the quality of educational graduates.

Top Management Attention (School Focus) should

strive to integrate educational resources and make

the most of it, so that all of these resources

contribute to the provision of quality education, one

of the sources that needs to be governed is the

community environment or parents, including

stakeholders. The question is: why education

management needs to handle the community (need

school relations and community), optimally parents,

stakeholders, community leaders and institutions in

the community.

School organization is an organization that

embraces open system, as open system means

educational institution will not willingly,

consciously or unconsciously will always occur

contact relationship with its environment called

supra system. These contact relationships are needed

to keep the system or institution from becoming

extinct. An organization that isolates itself, including

the school as an organization if it does not make

contact with its environment, will gradually die.

Naturally (cannot exist), because the organization

will only grow and develop if supported and needed

by the environment. Only an open system has a

misanthropy that is an ongoing effort to block the

possibility of entropy or extinction. This means that

the death of an educational institution will depend

on and determined by the school itself, in terms of

the extent to which it is able to maintain and

maintain its communication with the wider

community or he wants to become an open

organization.

In reality we often encounter schools that do not

have a good name in society will eventually die.

This is because the school is not able to make good

and harmonies relationship with the supporting

community. With a variety of reasons people do not

want to send their children to school, which

eventually makes the school die by itself. Similarly,

a quality school will be sought and even the public

will pay a high price as long as the child is accepted

at the school. This favorite and non-favorite school

seems to be closely related to the ability of the

principal to approach and support his community,

such as community leaders, business leaders,

religious leaders and political figures or

stakeholders.

Hence, since Hajar Dewantara stated that

education takes place in three environments, namely

family, school and community environment. This

means that education will not work if all three

components do not work together in harmony.

Kaufman mentions the partners / partners not only

consist of teachers and students only. But also the

parents /community.

From the above description it is clear that

educational institutions are not independent

institutions in fostering the growth and development

of sons, but they are an inseparable part of a broad

society, and together with society build and improve

all efforts to advance the school. This can be created

if educational institutions are willing to open up and

explain to the community what and how the

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community can play a role in helping schools /

educational institutions to advance and improve the

quality of education.

Schools in essence implement and have a double

function to the surrounding community. What Stoop

calls the service function and function of the leader

(a function to promote society through the

establishment of qualified human resources?)

Any educational activity, let alone innovative,

should be communicated with the community,

especially the parents of the students, so that they

understand why the activity should be done by the

school and on which side they can play a role in

assisting the school in realizing the innovative

program.

With a harmonious relationship there are several

benefits of school relations with the community

(school Public Relation), namely:

For schools / educational institutions:

a. Enlarge the self-inspection drive, because as it

is known that the concept of education now is

by the community, for the community and from

the community and began the implementation of

school-based management, the school

supervision, especially the quality of the school

will be done either directly or indirectly by the

community, among others through education

councils and school Committee.

b. Facilitate / mitigate school loads in improving

and improving the quality of education at the

school level. This will be achieved if the school

is really able to make the community as a

partner in the development and improvement of

schools. The community will fully support and

help if the school is able to demonstrate quality

performance.

c. Allows improvement of teaching profession.

Because basically the best laboratories for

educational institutions is the community itself.

d. Community opinion about school will be more

positive / correct. Positive opinion will greatly

assist schools in realizing all programs and

school development plans optimally, because

good opinion is the main capital for schools to

get help from various parties.

e. The community will participate in providing

control / correction to the school. So schools

will be more careful.

f. The moral support of the community will grow

towards the school making it easier to obtain

material assistance.

For the community, with a harmonious

relationship between school and community then:

1. Community / parents will understand about

various matters concerning the implementation

of education in school

2. People's wishes and hopes for school will be

more easily communicated and realized by the

school.

3. The community will have the opportunity to

provide suggestions, suggestions and criticisms

to help schools create quality school.

2 THEORICAL FRAMEWORK

1 Basic Concepts of Community Participation

Management

As described in the previous section, that the school

as an institution cannot be separated from the

community in the neighborhood school. The

interconnectedness of the school with the

community will be increasingly felt for parents as

children grow and develop juvenile delinquency,

substance abuse, low learning achievement and other

learning problems.

To understand what and for what school and

community relations programs need to be applied

intensively in the management of education, the

following will address some key issues: Definition,

Purpose, Principles of school relationships with the

community.

2 Understanding

In general, people can say when contacts, meetings

and other things between schools and people outside

the school are connected with the community. Is this

what is meant by school relation with society?

Arthur B. Mochlan stated that school public

relations is an activity done by schools or

educational institutions to meet the needs of the

community. What exactly is the community's need

for educational institutions (schools)? Communities

(more specifically parents) send their children to

school so they can become adult human beings

beneficial to their lives and to society in general.

Practically we often hear the parents want their

children to be achievement in school (especially

NEM). This means the needs of society is the

implementation and service of quality teaching and

learning process with quality output also. This will

be a burden for the school; with all the limitations it

has (energy, cost, time and so on)

Understanding above gives a signal to us that the

relationship of schools with the community more

emphasis on the fulfillment of community needs

associated with educational institutions.

When examined the above understanding, it

seems more directed to the pattern of one-way

relationship, namely the willingness of schools /

educational institutions to meet the needs of the

community on matters relating to educational

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institutions. This means that the school is lacking,

getting back from the community.

A more complete definition is expressed by

Bernays as quoted by Suriansyah (2000) which

states that school relations with the community are:

Information given to the public (providing

information clearly and comprehensively to the

public).

Persuasion directed at the public, to modify

attitude and action (persuade people to change

attitudes and actions they need to take on schools).

Effort to integrated attitudes and action of the

institution with its public and the public with the

institution (an effort to conduct attitudes and actions

undertaken by schools with attitudes and action

made by the community on a reciprocal basis, from

school to community and from society to school)

The above understanding gives us an idea of

what is really the essence of school and community

relationships. The most important thing from the

above understanding is the information given to the

community whose impact can change the attitude

and actions of the community towards education and

the community to give Sesutu for education

improvement.

By understanding the two concepts of school

relationships with the community above, we can

make a simple understanding of the relationship

between school and community as a "process of

growing activities and fostering mutual

understanding to the community and parents about

school vision and mission, school work program,

face and various other school activities" This

understanding provides the basis for the school that

the school needs to have a clear vision and mission

and work program, so that the community

understands what the school wants to achieve and

the problems faced by the school in achieving its

goals through various activities undertaken by the

school.

Thus they can think about what roles the

community / parents and other stakeholders can do

to help the school.

A deep, clear and comprehensive understanding

of the school is one of the factors driving the birth of

their support and support to the school. This is in

line with what was suggested by C.L. Brownell as

quoted by Suriansyah (2001) which states that:

Knowledge of the program is essential to

understanding, and understanding is basic to

appreciation, appreciation is basic to support.

Based on the opinion expressed by Brownell

mentioned above, it can be claimed that schools /

educational institutions need to do some activities in

implementing the management of community

participation in order to achieve the expected results

and empower the community and other stakeholders.

Some of these activities are:

Always provide periodic explanations to the

community about school education programs,

problems encountered and progress that can be

achieved by the school (serves as accountability). In

order to understand the program by the community

to touch the basics it must begin with the

explanation of vision and mission as well as the

goals of the school as a whole. What is meant by

your school's vision and mission can deepen on

other reference books. The reality is that not all

schools are aware of or have a deep understanding of

school vision and mission, so when people want to

know deeply about it, the school (teachers, students,

administrative staff, etc.) cannot give detailed

explanation. This will give a bad impression to the

community.

If the explanations are understood by society and

what is desired and the programs are in accordance

with the needs of the community, their appreciation

of the school will grow. The growth of this award

will encourage their support and assistance in the

school. Thus, the school program must be in line

with the needs of the community. Because the

customers and users of school graduates are the

community or with the words of the school's

customers are essentially students and parents of

students and the community. Therefore, the needs

and customer satisfaction is the main thing that must

be considered by the school institution. For example:

how will the community help schools if schools are

held by religious and fanatic communities, schools

never program school activities that are religious, so

schools are isolated from their communities. Schools

become for the environment of their own

communities. This condition encourages people not

to get involved in participating in school. Starting

from the description above, it appears that the huge

benefits for schools and the community if the school

relationship with the community really can be

manage and realized in full accordance with the

above concept.

In addition to the benefits described above, the

proper execution of school relations with the

community will provide other advantages such as:

The community / parents and other stakeholders will

understand clearly about the school's work, vision,

mission, goals and work program, school progress

along with the problems faced by schools in a

complete, clear and accurate manner.

Community / parents and other stakeholders will

know the problems faced or may face the school in

achieving the desired school goals. Thus they can

see clearly where they can participate to help the

school.

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Schools will deeply remember the background,

wishes and expectations of the community towards

school. The introduction of community expectations

and student’t parents educational institutions,

especially schools is an important element in order

to foster strong support from the community. If this

is created, then apathy, indifference and ignorance

will disappear. The question is, have the school

know the expectations of the community? Or now

the schools impose their hopes on the community!

Let us analyze these conditions based on experience

and vision so far in the practice of educational

training at the primary school level. If we have not

done so, then it is time to start the school to improve

itself to build partnerships with the community or

stakeholders for school progress.

In reality that is found in institutional-

educational institutions today seems still little to find

patterns of relationships that can encourage the

creation of the four main points above. This is due to

the perception that the improvement of school

quality and the improvement of learning process is

done by the school or government side unilaterally.

While the community and parents of students simply

requested assistance in the form of finance alone or

there is a kind of perception as if the school is

responsible for improving the quality. This

misperception is the result of a lack of understanding

of the community about education as well as the

understanding of the school people about what and

how school management should be maintained with

the community. Besides, community empowerment

still tends to funding aspect.

3 The Purpose Of School Relations With The

Community

What exactly do you want to achieve in school

relations activities with the community? Elsbree Dan

Mc Nally was quoted by Suriansyah (2001) as

saying that community-based activities aim to:

a. To improve the quality of children's learning

and growing.

b. To rise community goals and improve the

quality of community living

c. To develop understanding, enthusiasm and

support for community programs of public

educations

d. From this opinion it is seen that what is to be

achieved in school relations activities with this

community is not only get financial assistance

from parents or community, but further than

that is the development of children's learning

ability and improvement of life quality of

society, which in the end can grow their support

for education.

3 RESEARCH METHOD

How is the relationship between school and

community with improving the quality of

community life, you try to discuss and analyze in

groups?

As a comparison material, you can learn the

purpose of school relationships with the community

put forward by L. Hagman as follows:

a. To get help from parents or community, what

help? Remember this help is not just money!

b. To advance the education program.

c. To develop togetherness and close cooperation,

so that all problems and others can be done

together and in a timely manner.

From various descriptions above can be

concluded by relation of school or educational

institution with society actually aim to increase:

a. Quality and lessons. The quality of school

graduates in the aspects of conge, affective and

psychomotor will only be created through the

process of learning in class or outside the

classroom. Quality learning process will be

achieved if supported by various parties

including parents / students.

b. Quality of student learning outcomes. The

quality of student learning will be achieved if

there is a shared perception and action between

schools, and parents. Togetherness is mainly in

providing direction, guidance and supervision of

children / students in learning.

c. The quality of growth and development of

learners and the quality of society (parents of

students) itself. The quality of society will be

built through educational processes and reliable

educational outcomes. Quality graduates are the

main capital to build the quality of society in the

future.

4 Principles of school relationships with the

community

Some of the principles that are considered and

considered in the implementation of school

relationships with the community are as follows:

a. Integrity

This principle implies that all school relations

activities with the community must be integrated, in

the sense of what is described; delivered to the

society must be integrated information between

information on academic activities and non-

academic activities. Avoid as far as possible the

efforts hidden activities that have been, are and will

be run by educational institutions, to avoid

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323

misperceptions and suspicion of educational

institutions. This is very important to improve the

assessment and trust of the community / parents to

the school, or in other words the transparency of

educational institutions is very necessary, especially

in the era of reform and this information, the public

will be more critical and dare to give direct

assessment about institutions education,

b. Continuity

School relations with the community must be done

continuously, not only incidentally or occasionally,

for example, only once a year or once in a semester /

quarter, or only attended by the school when it will

seek financial assistance to parents / community.

This is what causes.

People always assume that if there is a school

call to come to school is always associated with

asking for money assistance.

The fact so far shows that the invitations to

parents of students from schools are often

represented to others, so their presence only ranges

from 60% - 70% or even less than 30%. When this is

conditioned, it is difficult for schools to have strong

support from all parents and students.

The development of information, the

development of school awareness, the problems of

schools and even the problems of student learning

always appear and grow at all times, therefore need

a continuous explanation of information from

educational institutions for the community / parents

of students, so that they are aware of the importance

of their participation in improve quality of education

of his sons and daughters,

c. Coverage

The granting activities of the confirmation should be

comprehensive and cover all aspects / factors or

substances that need to be conveyed and known by

the community, such as the curricular program,

curricular activities, remedial teaching and other

activities. This principle also implies that all

information should be complete, accurate and up to

date.

d. Simplicity

This principle requires that in the process of school-

to-community relationships, both personal and group

communication, the information giver (school) can

simplify the various information presented to the

community, in accordance with the conditions and

characteristics of the listener (the local community).

meaning that;

 The information presented is expressed in words

that are friendly and easy to understand and the

use of the term wherever possible adapted to the

level of understanding of the audience.

 Use of clear words, liked by the community or

familiar to the listener.

 The information presented uses a local cultural

approach.

e. Constructiveness

School relations programs with communities should

be constructive in the sense that schools provide

constructive information to the community. Thus the

community will respond positively about the school

and understand and understand in detail various

problems (problem and constrain)

The school faces. This principle also means in

the presentation of information should be objective

without emotion and engineering. Beside the

information presented should be able to build the

will and stimulate to think for the recipient of the

information. Constructive explanations will appeal

to society and will be accepted by society without

certain prejudices; this will lead them to do

something in accordance with the wishes of the

school.

f. Adaptability

School relations programs with the community

should be tailored to the circumstances within the

community. Especially the adjustment to the

activities, customs, culture (culture) and information

materials that exist and apply in the life of the

community.

5. The procedures for implementing school

relations with the community

The procedures for implementing school relations

with the community are carried out through the

following four stages:

a. Analyzing the community

The first activity in the implementation of

community participation management is to analyze

the community that is related to the target of society,

condition, character, needs and desire of society for

education, problem, faced by society and other life

aspects of society such as habit, attitude, ) etc. This

is very important, because misunderstanding about

the condition of the community, will cause programs

that are developed and developed by schools in the

context of community empowerment for education

will be less precise. To do this analysis there are

several ways you can use:

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1. School residents have high sensitivity about the

community environment or parents who become

the citizens of the school. At this time many

issues are developing in the community /

parents about education, both deliberately

developed by certain people and that developed

due to educational policies by education

officials including policies taken by schools

such as about BOS, donation money for new

students and etc.

2. Conduct observations through surveys of

customs, customs that support or even impede

the progress of education in the midst of

society. In this way it will provide great

possibilities for school residents to access

information, issues and community needs for

their children's education in schools

3. Conducting interviews and direct dialogue with

the community especially through key

informants, to find out what their needs and

aspirations are. To be able to implement this,

every school citizen needs to have a reliable

interviewing ability.

b. Conducting communication

The second stage in establishing school relationships

with the community is communicating with the

target community. In communication according to

John. L. Beckley, to succeed there are some things

to note are:

1. Practice self-control, in this case means before

giving information to others, make sure that the

information, instructions or targets given have

been done by the informer. Therefore, if the

school asks the community for the attention of

the school, ask the school first whether the

school has paid attention to the needs of the

community.

2. Appraised and where deserve, meaning in

communication need to give appreciation to the

opponent of communication, although the award

is not always in the form of material, for

example do not look away when the opposite

communications speak, say good, nod and

others.

3. Criticize tactfully, meaning if you want to give

criticism in communication, give wisely so as

not to disturb the feelings of others.

4. Always listen, make your effort to

learn to listen to others, including in this case

sensitive to other feelings by seeing the

symptoms that appear. For example do not push

to continue the conversation when it appears

comrade communication is very bored. Do not

dominate the conversation with others (the

opponents of dialogue), listen to what they say

(including their words through gestures),

understand and view the meaning, if there is a

difference of perception with them try to find

the equation, do not enlarge the difference.

5. Stress Reward, give reward / reward to the other

person if it is worth the award. The award in

question is not solely in material form, but also

in non-material form.

6. Considers the person interest, meaning pay

attention to the interest of each individual the

other person. Therefore, start a conversation

from a matter of interest, hobby or center of

attention of people.

The success of communication is the key to

success in achieving the goal of school relations

with the community (communication is a key to

successful team effort). This means that if you want

to succeed in empowering the community to

participate in the implementation of education in

school, then the first key that must be mastered is the

ability to communicate.

c Engaging the community

Involving the community is not just about delivering

messages but more than demanding active

community participation in school activities and

programs. How the techniques for the community to

be actively involved can you learn in the discussion

section of school relations techniques with the

community in the next

4 ANALYSIS

Engineering and Forms of School Relationship

With The Community

Edward F DeRoche says there are 20 ways to do

relations school with community, that:

If we look at some of these opinions, it appears

that the implementation of school relations with the

community can be done in various ways and media

both direct media and indirect media. Even in

today's technological developments, school

relationships with communities can actually be done

using modern technology such as internet telephony

and so on.

In developed countries particularly those that

embraced the decentralization system, schools were

reinforced and maintained by the community (wash,

1979). Their awareness as the owner and the person

in charge of education is very high, whereas in

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developing countries, the community is still very

much interested in the quality of education to the

government, even though the government itself is

very short of funds for that matter.

Some examples of community participation in

education are:

1. Oversee the personal development and learning

process of their children at home and if

necessary provide reports and consultations

with the school. This is rarely done by the

parents of students, given the busy work or for

other reasons.

2. Provide home study facilities and guide

youngsters to learn with full motivation and

attention

3. Provide the learning supplies needed to study in

educational institutions (schools)

4. Trying to pay tuition and other education

assistance

5. Provide feedback to the school about education,

especially concerning his daughter's son.

6. Willing to attend school when invited or in need

by school

7. Participate in the discussion of solving

educational problems such as facilities,

infrastructure, activities, finance, work program

and so on.

8. Helping the learning facilities that schools need

in promoting the learning process.

9. Lend the tools in need of school for practice, if

the school requires it.

10. Willing to be a trainer / resource person when

required by the school.

11. Accept the students gladly if they learn in the

community environment (eg practicum)

12. Provide services / explanations to students who

are studying in the community

13. Being a good and honest respondent to research

students and educational institutions.

14. For educational experts willing to be ekpert in

fostering quality educational institutions

15. For journalists are willing to become donors for

school development

16. To facilitate education communication

17. Submitting proposals for educational

improvement

18. To control the course of education (social

control)

19. For community leaders are willing to be

partners of education management in

maintaining and promoting educational

institutions.

20. Participate in thinking and realizing the welfare

of education personnel.

5 RESULTS

In addition to the above, there are other opinions that

are developed based on some of the results of the

study, which details that public participation in

education that is expected by the school are as

follows:

1 Supervise / guide the children's habit of home

study.

Some of the activities that can be done in

providing home studying habits guidance are as

follows:

a. Encourage the child to study regularly at home,

including in this case the role of parents to

guide and provide supervision to learning

activities at home

b. Encouraging children to develop timetables and

learning time structures and establishing priority

home activities oversight of implementation of

home study schedule becomes very important

for parents. This should receive attention for

schools to be given clear and complete

information about what and how they can do

these activities.

c. Guiding and directing the child in the use of

study time, play and rest.

d. Guiding and directing children to perform an

activity that supports lessons in school. Parents

are expected to play an active role in guiding

the child and giving them the opportunity to

engage in activities that support his self-

development towards maturity.

2 To guide and support the children's academic

activities

a. Encourages and fosters the interest of children

to diligent reading and diligent learning (interest

in reading) the creation of a conducive climate

situation that fosters reading interest is needed

in the family environment so there is similarity

between the climate created in school with

home. This will accelerate the improvement of

children's learning quality.

b. Provide reinforcement to the child to perform

activities that benefit him / her. gift giving,

praise and other rewards are essential to

strengthen the child's positive behavior

c. Providing the right materials and facilities to

suit the child's learning needs.

d. knowing the strengths and weaknesses of

children and learning problems and efforts to

provide guidance

e. supervising homework, learning activities of

children

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f. creating a home atmosphere that supports the

child's academic activities

g. Help functionally in learning and complete

school tasks on time.

3 Give encouragement to research, discuss ideas

and or actual events

a. encouraging the child to like to research has the

motivation to write analyst / scientific

b. providing facilities for children to conduct

research

c. encourage children to undertake scientific

activities

d. Discuss and talk with children about new ideas,

ideas or about learning materials, useful

activities, and actual problems and so on.

4 Directing the child's academic aspirations and

expectations

a. Provide motivation for children to learn well as

stock of the future.

b. Encourage and cultivate the aspirations of

children in learning.

c. Knowing the acrivities of the childern’s school

in learn something

d. Knowing the standard hope school againt a

child in study.

e. Pesent at the teacher with parents students.

f. Give positive reward toward performance child

in the house.

6 CONCLUSIONS

Given the large influence of parents on the

achievements of cognitive, affective and

psychomotor aspects, Radin was quoted by Seifert &

Hoffnung (1991) explaining there are six possible

ways parents can do in influencing their children:

a. Modeling of behaviors, that is, the style and the

way the parent behaves in the presence of the

children, in the daily intercourse or in any

occasion will be a source of imitation for his or

her children. Therefore, parents or family and

community environment that shows negative

behavior will greatly affect the behavior of

children at home, at school, and in the

community. In this connection, it is necessary to

have common values and norms applicable in

schools with those that apply in families and

communities.

b. Giving rewards and punishments (reward and

punishment). The way parents reward and

punishment also affects the child's behavior.

c. Direct instruction (direct command), giving

orders directly or indirectly affect the behavior,

such as the expression of parents "do not be lazy

to learn if you want to gift" statement is actually

a wiser direct command, so it can foster

children's motivation to study harder . Many

people do not understand how rewards and

punishments will have an impact on the

educational process, consequently after a

deviation in behavior from excessive giving is

realized.

d. Stating rules (stating rules), stating and

explaining the rules by parents repeatedly will

give warnings to children about what to do and

what to avoid by children.

e. Reasoning. At times of aggravation, parents

may question the child's capacity to reason, and

the way it is used by parents to influence them,

for example, parents can remind their children

of behavioral gaps with values held through

statements. For example "now your rank is ugly,

Karen aka lazy to learn, not because you are

stupid!"

f. Providing materials and settings. Parents need

to provide various learning facilities required by

their children such as books and so forth. But

what books and facilities are appropriate to the

needs of the school, many parents do not

understand it.

REFERENCES

Aref, Abrisham. (2010). “Community Participation for

Educational Planning and Development”

Nature and Science. Volume 8 (9), 1-4. Hasibuan,

Malayu, SP. 2001. Manajemen: Dasar, Lexy J. 2007.

Metodologi Penelitian Kualitatif. Bandung: Remaja

Rosdakarya. Mahajan,

Vandana. (2005). “Janshala in Jharkhand: An experiment

with community involvement in education”.

International Education Journal. Volume 6 (3), 373-

385. Panigrahi, Manas Pidarta,

Made. (2004). Manajemen Pendidikan Indonesia. Jakarta:

PT. Renika Cipta. Prastowo, Volume 46 (2), 197-

212. Sahertian, P.A. 1983. Demensi-dimensi

Administrasi Pendidikan di Sekolah. Malang:

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