School–Parent Partnership Strategies to Support Students’ Transition to Junior High School (A Case Study at SDN Tegallega 1 and SDN Murnisari, Cianjur Regency)

Mirawati Mirawati; Hanafiah Hanafiah

doi:10.58905/jse.v6i2.1.703

Authors

Mirawati Mirawati Universitas Islam Nusantara, Bandung, Indonesia
Hanafiah Hanafiah Universitas Islam Nusantara, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v6i2.1.703

Keywords:

Educational Continuity, Primary School, School–Parent Partnership

Abstract

This study examines school–parent partnership strategies in supporting students’ transition from primary school to junior high school in two contrasting settings: SDN Tegallega 1 (urban) and SDN Murnisari (rural) in Cianjur Regency, Indonesia. Although national policies mandate family engagement and 12-year compulsory education, partnership practices at the school level are often still incidental, one-way, and not explicitly directed at preparing parents—academically, financially, and psychologically—to accompany their children to the next level. Using a qualitative multiple case study design, data were collected through in-depth interviews, participant observation, and document analysis. The findings show that both schools implemented partnership strategies consisting of joint program planning, parenting activities, learning assistance, and intensive communication through school committees. However, contextual differences shaped the emphasis: the urban school prioritized academic preparation and PPDB literacy, while the rural school emphasized motivation, moral support, and access facilitation. The study concludes that school–parent partnerships that are planned, participatory, and sustained can increase students’ readiness to continue to junior high school and strengthen positive relations among schools, parents, and students. The study recommends formalizing partnership programs in school work plans and developing two-way communication mechanisms tailored to local socio-economic conditions.

Downloads

Download data is not yet available.

References

Ministry of National Education, ‘Regulation of the Minister of National Education No. 13/2007 on Principals’ Competence Standards’. Jakarta, 2007.

H. Hidayah, ‘Strategi Kepala Sekolah Dalam Meningkatkan Mutu Pendidikan Era Zonasi PPDB Di SMA Negeri 4 Karimun’, Equilib. J. Pendidik., vol. 12, no. 1, pp. 20–29, 2024, doi: 10.26618/equilibrium.v12i1.12874.

L. S. Vygotsky, Mind in Society: Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.

J. L. Epstein, School, family, and community partnerships: Preparing educators and improving schools. Routledge, 2018.

A. T. Henderson and K. L. Mapp, A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: National Center for Family & Community Connections with Schools, 2002.

K. V Hoover-Dempsey and H. M. Sandler, ‘Why do parents become involved in their children’s education?’, Rev. Educ. Res., vol. 67, no. 1, pp. 3–42, 1997.

S. Sagala, Kemampuan Profesional Guru dan Tenaga Kependidikan: Teori dan Praktik. Bandung: Alfabeta, 2016.

N. M. Maryati, H. Hidayat, N. Sulastri, and S. Anwar, ‘School Management in Preventing Bullying in Primary Schools’, J. Innov. Res. Prim. Educ., vol. 4, no. 4, pp. 1891–1903, 2025, doi: https://doi.org/10.56916/jirpe.v4i4.1770.

N. Sulastri, S. Anwar, U. Suherman, and E. S. Cipta, ‘Deep Learning-Based Planning Model for Islamic Education in Indonesian Integrated Schools’, EDUKASIA J. Pendidik. dan Pembelajaran, vol. 5, no. 2, pp. 645–658, 2024, doi: https://doi.org/10.62775/edukasia.v5i2.1734.

J. W. Creswell, Research designs: Qualitative, quantitative, and mixed methods approaches. Sage Publications, 2009.

W. Adema, C. Clarke, and O. Thévenon, ‘Family policies and family outcomes in {OECD} countries’, in The Palgrave handbook of family policy, Cham: Springer International Publishing, 2020, pp. 193–217.

W. E. Deming, Out of the Crisis, 2nd ed. Cambridge, MA: MIT Press, 2018.

UNESCO, ‘Engaging Parents and Families in Learning’, Paris, 2021.

L. J. Moleong, Metodologi Penelitian Kualitatif, Revisi. Bandung: Remaja Rosdakarya, 2021.

S. M. Chasanah et al., ‘Implementation of School, Family, and Community Partnerships at MI Al Mukarromah Kebumen’, Soc. Humanit. Educ. Stud. Conf. Ser., vol. 6, no. 1, p. 182, 2023, doi: 10.20961/shes.v6i1.71076.

A. Hanan et al., ‘Harnessing Technology for Environmental Method: Cultivating High Order Thinking Skills for Sustainable Maritime Development Knowledge’, in IOP Conference Series: Earth and Environmental Science, 2023, vol. 1265, no. 1, p. 12004. doi: 10.1088/1755-1315/1265/1/012004.

H. W. Kusuma, D. Darmawi, and S. Sibuan, ‘{Islamic Parenting}: Pola Asuh Anak dalam {Al-Qur’an} Surah {Luqman} Ayat 13-19’, Al Qalam J. Ilm. Keagamaan dan Kemasyarakatan, vol. 18, no. 4, p. 2412, Jun. 2024, doi: 10.35931/aq.v18i4.3600.

S. P. H. S. Ramadhani, J. K. Pudjibudojo, and L. N. Panjaitan, ‘Does Family Functioning Matter More Than School Culture? Understanding Deeper Junior High School Student’s Character Strength With Spirituality as Mediator’, J. Educ. Heal. Community Psychol., vol. 12, no. 3, p. 579, 2023, doi: 10.12928/jehcp.v12i3.26908.

Kemendikbud and M. Tohir, ‘Materi Pelatihan Implementasi Kurikulum 2013’, 2019, doi: 10.31219/osf.io/dp79n.

J. L. Epstein, ‘School, family, and community partnerships: Preparing educators and improving schools’, Adolescence, vol. 37, no. 146, p. 435, 2002.