13. Anjuran dan Pantangan dalam Berkolaborasi (Pelibatan Keluarga)

Main Ideas / Concepts

• Collaboration between schools (educational units) and families is highly beneficial, but it must be built carefully to avoid losing parents’ enthusiasm.
• The video shares a personal example where a parent/family involvement program initially worked well, but gradually declined until no one remained interested—prompting reflection on why participation faded (e.g., whether parents felt involved or forced).
• It emphasizes recommendations and prohibitions (“anjuran dan pantangan”) for collaboration with families.

Lessons Learned

• Parents/guardians may stop participating if they feel forced or don’t truly feel part of the process.
• Collaboration can fail if there are unhealthy communication practices, such as:
  • gossip,
  • discussing sensitive issues indirectly.

Recommendations (What to Do)

1. Have enthusiasm

   • Build collaboration with a genuinely positive attitude.
   • Schools and families have equally important roles that complement each other.
   • Create an atmosphere of mutual support through openness and positivity.

2. Maintain open, productive communication

   • Encourage direct communication channels between families and the school.
   • Ensure communication stays focused on student needs.

3. Align collaboration goals

   • Keep both school and family aligned to a shared purpose: optimal benefit for students and the nation.
   • Even if teachers and families have different opinions, resolve differences by returning to the main shared goal.

4. Build mutual trust

   • Assume each side has good intentions and the same end goal.
   • Encourage productive input/criticism without prejudice, grounded in trust that communication is meant to help students.

Prohibitions / What to Avoid

1. Don’t gossip about students or their families

   • If there are suggestions or problems involving a student’s family, avoid discussing them indirectly in ways that create an unpleasant atmosphere or harm students.

2. Don’t discuss sensitive family issues with others instead of the appropriate parties

   • Issues related to a student’s family should be discussed directly with:
     • the student’s family, and
     • if necessary, the principal can accompany.
   • Avoid allowing problems to create discomfort that negatively affects students.

3. Don’t let families spread suggestions/problems to other families

   • This makes it difficult for the school to know what actions are needed for the student’s benefit.
   • Families should be encouraged to share concerns directly with the school.

4. Don’t pursue separate agendas that undermine family involvement

   • If collaboration is driven by personal goals (e.g., arranging a program/approval not aligned with the shared student-focused goal), families may feel excluded and stop participating.
   • Example concept: pursuing “program targets” that reduce family sense of involvement.

5. Don’t create family-led activities without school coordination

   • Activities should match the school’s vision, mission, and program.
   • Uncoordinated activities may end up “clapping one hand”—not aligned with the school’s direction.

6. Don’t assume the other side “doesn’t care”

   • When communication becomes difficult, avoid negative assumptions and prejudice.
   • Bad prejudice blocks problem-solving and can make students the ones who suffer.

Practical Phrasing / Instructions Mentioned

• If families have suggestions or problems, tell them to:

  • Convey them directly to the homeroom teacher or the relevant teacher
  • And, if needed, also to the principal
  • Remind them not to be shy—the purpose is to meet students’ needs

• For handling problems involving a student’s family:

  • Discuss directly with the student’s family
  • If necessary, the principal can accompany during the discussion

• If coordination is needed:

  • Families should ensure their proposed activities coordinate with the school to remain consistent with the school’s vision, mission, and program

Speakers / Sources Featured

• The narrator/presenter (spoken throughout the video; referred to as “Sir/Madam” in dialogue)
• Mrs. BAP (mentioned as “Hi, Mrs. BAP” during the discussion)
• A teacher speaking (addressed as “sir” / “yes sir/madam” in the subtitles—no full name given)
• The principal (mentioned as a possible participant, no specific person identified by name)