Parent Involvement on School Committees as Social Capital to Improve Student Achievement

Abstract

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.

Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future

“…According to the teachers, parents were not invited to the school's decision-making conference. There is no school committee at the RBS, in contrast to nearly all Indonesian schools (Karsidi, et al 2013). There were some parent meetings at the school, but neither the school committee nor the parent teachers' association were in charge of planning them (PTO).…”

Computer-Mediated Communication and Family Communication among Deaf Teenager

“…Deaf teenagers have limitations in hearing sensors, which can arise various serious problems, such as social isolation and lack of listening response. In addition, deaf teens often experience frustration in their lives, because they have limited access and communication interactions (Alnfiai and Sampali 2017), and the role of parents is important in establishing communication with their children, instead of many busy parents, and ignoring the learning progress of their teenagers (Karsidi et al 2014). In interactions with deaf children, their communication symbols are generally visual, and the application of CMC through social networking sites is the most common interactive media, and it is important to apply this CMC in a family context.…”