11. Langkah 3: Keluarga dan Satuan Pendidikan Berkolaborasi (Pelibatan Keluarga)

Main Ideas / Lessons Conveyed

• Collaboration between families and educational units is the 3rd step in building collaboration (after mapping needs and setting initial agreements).
• The central purpose of collaboration is the best interests of students. Collaboration should not be seen as merely school programs “charged” to families or treated as a formality.
• Before moving into activities, build closeness and a sense of belonging so both sides:
  • get to know each other,
  • understand the purpose of collaboration,
  • feel motivated to participate.
• Closeness can be initiated by either side (school or families), especially through warm, personal communication.
• After communication flows smoothly, teachers can invite families to shape collaboration in ways that are appropriate and comfortable for everyone.

Collaboration Principles for Designing Joint Activities

1. The collaboration must benefit the child first.
2. The program must match students’ interests and needs.
3. The program must fit the conditions of students’ families.

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Method / Instruction Steps (Detailed)

Step 1: Remember the Goal

• Keep focus on students’ interests as the main purpose of collaboration.
• Avoid framing collaboration as only administrative/formal or “family obligations.”

Step 2: Build Attachment First (Before Activities)

• Create opportunities for school and families to get to know each other.
• Ensure families understand why collaboration matters.

Step 3: Use Warm, Personal Outreach

• The educational unit can start by contacting families personally.
• Examples of outreach methods:
  • greeting cards,
  • electronic letters/emails,
  • personal conversations,
  • chat messages.

Message format example:

• Use friendly, familiar language.
• Include the teacher’s photo.
• Introduce who you are (name, role).
• Share personal context (e.g., teacher is also a parent; hobbies).
• Invite families to share information about their children (habits, hobbies, favorite foods, anything teachers should know).
• Provide a contact number.
• Ensure teachers can adapt content to the school’s context.

Step 4: Let Family Responses Open Communication

• After the message is sent, families respond with:
  • details about children’s habits/hobbies,
  • family photos,
  • reply letters/messages.
• Aim for communication that is open and warm to strengthen belonging.

Step 5: Invite Families to Co-Design Collaboration

• Once interaction is smooth, invite families to discuss forms of collaboration that feel comfortable and appropriate.

Step 6: Design Collaboration Using the 3 Guiding Principles

• Child benefit as the priority.
• Match students’ interests/needs.
• Consider family conditions and constraints.
• Programs can be:
  • relaxed,
  • with many participants or few,
  • affordable or cost-free.

Step 7: Example of an Evolved Activity

• Start from a community habit: eating together after school.
• Modify it into a “nutritious food bazaar”:
  • Students, parents, and teachers gather on an agreed day.
  • Each participant brings homemade food.
  • Students and parents explain/share the food they brought.
  • The teacher facilitates so everyone gets a turn to share.
  • Close with appreciation/thanks to families and students.
  • Continue with eating together, menu exchange, and relaxed conversation.
• Desired outcome: participants express interest in repeating similar activities.

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Speakers / Sources Featured

• Narrator / speaker (teacher, personal experience): refers to themselves as Tina (an Indonesian teacher and mother of two children).
• “Hello teachers” / instructional voice: addresses teachers directly; no separate named person besides the example speaker is identified in the subtitles.