I Putu Ayub Darmawan, Maria, John Mardin, Timoteus Muda Pana |
http://devotion.greenvest.co.id
946
COMMUNITY PARTICIPATION IN IMPROVING THE
QUALITY OF EDUCATION DURING THE COVID-19
PANDEMIC
I Putu Ayub Darmawan
1
, Maria
2
, John Mardin
3
, Timoteus Muda Pana
4
134
Simpson College of Theology Ungaran, Semarang, Central Java, Indonesia,
2
State Elementary School 012
Kayu Batu, Kutai Kartanegara, East Kalimantan, Indonesia
putuayub@sttsimpson.ac.id
1
, maria.nohoi72@gmail.com
2
, johnmardin98@gmail.com
3
, tteus5657@gmail.com
4
KEYWORDS
Community
Participation, Education
Quality, Covid-19
Pandemic
ABSTRACT
This article discusses community participation in improving the
quality of education during the pandemic. Researchers used a
qualitative approach, with data collection using interviews and
observations. The results of the study found several roles of the
community in improving the quality of schools, including
community involvement in providing guidance to children at home;
provide guidance to children in the community, religious leaders,
communities, and parents provide supervision and input related to
the development of student behavior. Some of the school's efforts in
optimizing the role of the community include providing confidence
in the community to be involved in quality improvement. Periodic
meetings are held to build community involvement. Community
involvement also encountered obstacles caused by two factors,
namely the lack of public understanding regarding the role of the
community and community work factors that caused the low
involvement of parents in educating children at home.
INTRODUCTION
Since 2020, Indonesia has been affected by the COVID-19 pandemic. The
implementation of learning at all levels is carried out from home. This raises several
problems that need to be solved. Hutapea's research (2020) shows that there is an effort to
solve learning problems from home. Teachers need to have teaching creativity so that
education can run with quality. Similarly, research by Karnawati and Mardiharto (2020)
found that there were various obstacles, but there was hope for continuous improvement.
Although learning must be carried out from home, the quality of education must still
be maintained. The pandemic should not make the implementation of education deteriorate .
Therefore, schools need to continue to innovate to maintain the quality of education .
Research by Ihsan, Ar, & Ibrahim (2014) explained that education is one of the important
aspects in a life, therefore innovation to improve the quality of education must be done
continuously. Hartono & Hendra (2020) also explained that in today's modern era, schools
need to innovate by developing the potentials that exist in schools, both educators, education
staff and students, as an effort to maintain the quality of education. Thus Wardiah, Murniati,
& Djailani (2015) show that the success of a school cannot be separated from the strategies
pursued by school residents and school committees. A good education strategy that continues
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During the Covid-19 Pandemic]
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to develop will have an impact on the quality of schools. Therefore, schools need to continue
to innovate in maintaining the quality of education.
In the principle of School-Based Management (SBM), the community has an
important role in improving the quality of education. Likewise, in the midst of the COVID-19
pandemic situation, the community can work together to maintain the quality of education.
Research by Natsir, Aisyah, Hasbiyallah, and Ihsan (2018) shows that parents have an
important role in improving the quality of education. In this case, parents are the community
which in the SBM concept is a society that has an important role . Theoretically, society can
play a role in several things .
Slameto (2015)a revealed that the community can play a role in: 1) supervision, 2)
Creating a conducive educational atmosphere and comfortable learning in a social
environment, 3) Giving consideration to school programs, 4) Supporting school needs, in
terms of funds, ideas/thoughts and energy, 5 ) Controlling school accountability, 6) Mediator
between educational institutions and the community, 7) Creating school commitments with
other communities, 8) Collaborating with other communities or the DPRD who are willing,
9) Accommodating the aspirations of the community and school members, and 10) Providing
input, consider and recommend education program policies to local governments. Thus
Danim (2017, p. 178) explains that society is an educational community. As an education
community, the community can be involved in 1) Supervision, 2) Fundraising, 3) Voluntary
assistance, 4) Guidance, and 5) Responsible for planning, implementing and evaluating
learning programs in schools. In addition, the community can also be involved to provide
opportunities for educational institutions to do internships, work, recreation and build respect.
From this explanation, it appears that the community can play a role in several forms.
This study aims to explore the role of the community at SD N 012 Kayu Batu in improving
the quality of education during the Covid -19 pandemic regarding the role of the community.
This issue was chosen because several previous studies have not addressed the issue of
improving the quality of education. Several previous studies have examined teacher
competence, particularly related to the ability of teachers to provide education during the
pandemic (Elfahmi, 2020; Sudrajat, 2020). Then the topic of online learning research that
examines the implementation of online learning has also been widely carried out. The
research of Sadikin & Hamidah (2020) , and Syarifudin (2020) leads to the implementation of
online learning. Then Diana, Darmawan, & Br Simamora (2021), Khadijah & Gusman
(2020), Chusna & Utami (2020), and Akollo & Meike (2020) examined the forms of
collaboration between teachers and parents in carrying out learning, as well as on the role of
parents in learning from home.
Several previous studies have not studied the role of society in maintaining the quality
of education during the pandemic. From the background of the problem, it is necessary to
deepen community participation to improve the quality of education. This research was
conducted at SD N 012 Kayu Batu because in the initial observations, there seems to be
community involvement in maintaining the quality of education. Therefore, the research was
carried out at SD N 012 Kayu Batu.
The formulation of the research problem is how is the role of the community in
improving the quality of schools during the pandemic? The purpose of this study was to find
forms of community participation in improving the quality of schools during the pandemic.
METHOD RESEARCH
This research uses qualitative research methods. The research method is a technique
used to conduct surveys, interviews and observations. In general, the research method can be
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interpreted as an activity carried out to find topics, data and analysis of the data itself to get
conclusions on the topics or issues discussed. (Bahri et al., 2021). According to Anggito and
Setiawan (2018), qualitative research is a data collection activity to find phenomena that
occur in society. Sources of qualitative method data are obtained from the community
concerned without using statistical and quantitative procedures, but by collecting data,
analyzing and interpreting and narrating.
In this study, the authors collected data from school principals, classroom teachers and
also the community at SDN 012 Kayu Batu to obtain data. Data obtained through interviews
and developed using a descriptive approach based on the theories of experts. This study aims
to find forms of involvement of the Kayu Batu community during the pandemic in improving
the quality of schools at SDN 012 Kayu Batu.
RESULTS AND DISCUSSION
1. Forms of Community Engagement
a. Involvement of Child Guidance at Home
Guidance of children at home is one form of community involvement in
improving the quality of education. (Danim, 2017) explained that the family plays an
important role in education, family involvement at home has a big impact on children's
education. During the pandemic, in the family, parents are the closest people to students.
Based on an interview with Romiansyah, the principal of SD N 012 Kayu Batu on August
5, 2021, some information was obtained.
First, before the pandemic, parental involvement in children's education was still
not optimal. This was emphasized by Maria, a 5th grade teacher at SDN 012 Kayu Batu,
during the pandemic period with the demands of learning from home, parents are
conditionally forced to be involved in children's education from home. Even so , schools
provide trust and support so that parents can help students carry out learning from home.
Second, during this pandemic, parents are given the trust of the school to guide their
children's spirituality and train more spiritual activities for parents at home. Third, during
online learning, parents are more entrusted by the school to supervise and help children
who have difficulty doing assignments, especially practical assignments from school that
are done at home. From the explanation above, it can be found that this form of
involvement is in line with the principles of the community's role in improving the quality
of education (Darmadi, 2016; Kristianty, 2005; Natsir et al., 2018).
The forms of child mentoring activities at home are : First, mentoring learning
activities . Learning activities at home are supervised and guided directly by parents.
Parents are involved in following the directions given by the school to assist the process
of completing assignments ; Second, Assistance in spiritual activities . Spiritual activities
entrusted by the school to parents are practicing memorizing Bible verses, teaching
prayer, setting an example of proper worship and teaching spiritual songs/praises ; Third,
supervising and assisting school assignments . Supervision and assistance for school
assignments is carried out by each student's parents. Parents are directed and trained to
supervise and assist children at home in carrying out practical tasks or skills.
b. Child Development in the Community
Child development activities are one of the community's involvement in
improving the quality of education. The community is important in improving the quality
of education. From the interview data analyzed, information was obtained that there was
involvement of religious leaders in the education of children in the community.
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Community leaders work with religious teachers to provide moral or character education
to students.
The form of educational activities carried out in the community is by carrying out
spiritual activities . The form of the activity is First, spiritual development. Spiritual
guidance is carried out by the pastor by holding spiritual fellowships, such as Bible
studies, short meditations and sharing God's word for both children in Sunday school and
for youth in youth groups; Second, training in spiritual activities. Spiritual activity
training is carried out by pastors and Christian youths who are entrusted with training
spiritual activities in the church. This activity is carried out by holding training, such as
music, choir and tambourine training ; Third, Assistance for problem children .
Assistance to children who often commit violations at school will be provided with
further assistance by Sunday school teachers and local pastors.
c. Monitoring and Feedback
Society plays an important role in improving the quality of education. Slameto
(Slameto, 2015)explains that in the era of School-Based Management, the community has
a supervisory function and input for improving the quality of education. From the
interview data, supervision was carried out in several ways. First, religious leaders are
entrusted with overseeing the development of children's spiritual maturity and holding
regular meetings with schools to provide input regarding the spiritual development of
students in the church.
Second, the Head of the RT is entrusted with supervising the behavior of students
in the RT environment. The head of the RT is responsible for limiting excessive student
play time and prohibiting student play activities that pose a risk of harm to students or
that have the potential to create a commotion in the RT environment, as well as report to
the school if there are students who behave badly in the RT environment.
Third, parents are entrusted with supervising students' online learning activities at
home. Parents play a role in conveying complaints from students who have difficulty
participating in online learning and providing advice and input to the school through
school meetings. From the display above
2. School Efforts to Optimize Community Role
In order to optimize the role of the community, efforts are needed to optimize the role
of the community. The higher the level of community activity in optimizing improving the
quality of education, the greater the chances of school success in improving the quality of
education. Therefore, one of the school's efforts to improve the quality of education is to
optimize the role of the community. From the interview data, it was found that in this effort
the school gave confidence to the community to be involved in quality improvement. In
improving the quality, the school assigns tasks to religious leaders as representatives of the
community regarding quality improvement.
One of the school's efforts to involve the community is to hold meetings with
religious leaders. Meetings are held every week to find out and discuss the character and
spiritual development of students in the community. The results of input from community
leaders become material for improving the implementation of education in schools. This is in
line with the principle of improving the quality of education which emphasizes cooperation
and community involvement (Arcaro, 1995; Modelu & T., 2019; Putry, Darmawan, &
Sujoko, 2020).
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3. Barriers to Community Engagement
From the results of interviews, so far the school has provided explanations to parents
about the importance of their role in improving the quality of the school. First, the school has
provided direction to the parents of students at the end of each semester when the report cards
are distributed. Second, schools and schools have collaborated with local Pastors to help
convey the importance of the community's role in improving the quality of education.
Usually the Pastor will provide understanding to the parents in the meeting of the
Congregational Management Board.
Data from interviews with school principals and several teachers obtained some
information related to barriers to involvement in the community. The first factor that hinders
community involvement in improving the quality of education is the lack of public
understanding regarding their role in improving the quality of schools. The lack of public
understanding regarding their role in improving the quality of schools, this is due to the low
average education of the local community, so that understanding of education is also
minimal.
The second factor that becomes an obstacle is the work of parents. Parents of students
who work a lot on plantations, make the lack of parental involvement in educating children at
home. In the midst of a pandemic, this condition will be a challenge and cause difficulties for
student education. With learning activities from home, students need parental guidance, while
parents' working hours on plantations cause inconsistency with student study time.
CONCLUSION
Based on the research results, there are several forms of community involvement in
improving the quality of education: First, the community is involved by providing guidance
to children at home. By providing guidance, parents as well as the community play a role in
helping schools in improving the quality of children's learning; Second, providing child
development in the community. The community, in this case religious figures, is involved in
the education of children in the community by providing moral or character education to
students; Third, provide supervision and input from religious leaders, community leaders, and
parents. Religious leaders supervise spiritual development, community leaders such as the
head of the RT supervise the behavior of students in the RT environment, parents supervise
student learning activities at home. Some of the school's efforts in optimizing the role of the
community include providing confidence in the community to be involved in quality
improvement. The school also strives to hold periodic meetings to find out and discuss the
character and spiritual development of students. There are various obstacles to community
involvement, namely the lack of community understanding regarding their role in improving
the quality of schools, the work of parents who work on plantations, resulting in low
involvement of parents in educating children at home.
Recommendations for further research based on the results of this study are: First, it is
necessary to conduct research related to optimizing strategies for community participation in
improving the quality of education; Second, researchers have not found public participation
in financing as an effort to improve the quality of education. These two issues, according to
the author, need to be investigated in order to find solutions to problems for improving the
quality of education.
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