9. Langkah 1: Pemetaan dan Penyesuaian Kebutuhan (Pelibatan Keluarga)

Main ideas / lessons conveyed

• Family involvement is crucial for raising and educating children (“it takes a village to raise a child”).
• Collaboration between parents and educational units should be two-way communication: both sides listen and follow.
• A key early step in building collaboration is adapting to the context and locality of each region.
• Educational units should map (identify) the conditions of the majority of students’ families so that collaborative programs are meaningful, appropriate, and targeted.
• If mapping is not done, collaboration programs are likely to be misaligned with families’ realities—making them ineffective or unfair.

Methodology / step-by-step instructions

Step 1: Pemetaan (Mapping) dan Penyesuaian Kebutuhan (Adjustment to Needs)

1) Map the conditions of the majority of students’ families

Include:

• Socio-economic conditions, such as:

  • Parents/guardians’ level of education
  • Income
  • Profession/work

• Special local conditions that may affect students and families, for example:

  • Areas in 3T regions (remote/underdeveloped/frontier contexts)
  • Conditions related to borders with other countries
  • Environmental security around the school

2) Collect data using sources/methods such as

• Student registration forms
• Questionnaires
• (Direct) meetings with parents/guardians

3) Use mapping results to design collaborative programs that are

• Meaningful (relevant to families and student needs)
• Appropriate
• Targeted toward the actual conditions of the majority of students’ families

4) Avoid designing programs without mapping

Because the program may:

• Not match families’ realities
• Produce poor outcomes or be misdirected

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Example outcomes showing “meaningful vs not meaningful” programs

• Illustration 1 (Tasikmaya area, Elementary School)

  • Mapping result: Most students come from lower-middle-class families.
  • Proposed program: “Family Day” field trip program, where 80% of costs are charged to parents.
  • Why it’s not ideal: If many students are from underprivileged backgrounds, parents should as much as possible not be burdened with costs.

• Illustration 2 (Agricultural area, East Java, Elementary School)

  • Mapping result: Most students come from farming communities.
  • Proposed program:
    • Students participate in agricultural activities
    • Students produce agricultural observation reports
    • Teachers also create class activities related to the agricultural sector
  • Why it works: The program is meaningful, appropriate, and targeted, and fits the local area context.

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Align school goals with family realities (to ensure collaboration succeeds)

• After mapping and designing programs, educational units should explain and align the school’s vision, mission, and values with families so families can support those goals.
• Example of misalignment:
  • School vision: Maintain health through balanced nutrition (using the “my plate” concept; students bring suitable food daily).
  • Issue: Many residents don’t see balanced nutrition as important.
  • Consequence: The school’s vision may not be achieved because family practices don’t support it.
• Therefore: Schools should align vision/mission/values with families before designing programs, so both parties pursue the same goals.

Speakers / sources featured (identified from subtitles)

• Narration addressing “Mother and Father” / “Mothers and Fathers” (no specific named individuals)
• “Ladies and Gentlemen” (audience address; no specific named individual)
• A proverb source attributed to people of Africa: “It takes a village to raise a child”
• Referenced local examples/schools:
  • Elementary School in Tasikmaya area
  • Elementary School in an agricultural area in East Java