School-Parent Partnership Model: A Multi-Site Study at TK Negeri Pembina Inti in Central and East Banjarmasin

Abstract

This research aims to analyze and describe the model of school-parent partnership. Data collection was conducted through observation, interviews, and document studies, analyzed using Miles & Huberman's model through single-site data analysis and cross-site data analysis, including data collection, data presentation, data reduction, conclusion, and verification. The results show: (1) The school-parent partnership model involves parenting activities, active communication, volunteering, aligning education at school and at home, and collaborating with the community. (2) Partnership model strategies include orientation or foundation class periods, ensuring annual school programs involve parents, forming school committees, and maintaining active communication. (3) Parental involvement strategies include participation in deliberation meetings, accompanying learning activities at school and at home, contributing to financial matters, providing assistance in labor, thoughts, or skills, and actively participating in projects and theme peaks. (4) Teacher involvement strategies include holding regular meetings, creating parent groups per class, using communication notebooks, maintaining active communication, and conducting home visits. Thus, the recommendations given are as follows: (1) Early childhood education institutions should design partnership programs to improve education quality. (2) Parents should actively support their children's learning at both school and home. (3) Teachers should actively contribute to implementing planned programs at institutions.