7. Peran Keluarga dalam Kolaborasi (Pelibatan Keluarga)

Main ideas / lessons conveyed

• Family is the first learning environment for students; it strongly influences how they grow and develop.
• Collaboration between families and educational units (schools) is essential to create the best and most conducive environment for students’ learning and character development.
• Educational units should actively partner with families—not treat them separately—because families have valuable resources, knowledge, and potential.
• When families are involved as learning resources, it can:
  • strengthen students’ learning experience,
  • increase family trust and confidence to educate children at home,
  • align family support with school goals and practices.
• The described activity is intended to support the Pancasila Student Profile through character/value development, and it should extend beyond school into the home environment.

Concepts: key roles of families (as presented)

The content refers to “important family roles” and “three family roles,” including:

1. Families as learning resources / contributors

   • Parents can share knowledge and experiences (e.g., taking an environmental educator role).
   • Parents can participate in or support school projects and activities.

2. Families as supporters of home-based learning and character building

   • By providing information, guidance, and skills at home, families reinforce school learning.
   • Family involvement improves perspective and daily parenting practices.

3. Families as collaborators / co-organizers for school events

   • Parents help prepare materials, logistics, and event readiness (e.g., donating or repurposing unused items).

Practical guidance / methodology

A. What schools / educational units should consider in collaboration

• Join hands and collaborate with families to build the best environment for student growth and learning.
• Invite families into learning activities, using their experience, expertise, or roles as resources.
• Provide an overview of the semester learning project related to strengthening the Pancasila Student Profile.
• Encourage coordination so that learning and character values are reflected both:
  • at school, and
  • at home.

B. How families can participate (examples given)

• Share family expertise / experience as educators, such as:
  • environmental educators guiding students on a project (e.g., an “Eko enzyme” project).
• Support home learning and communication, including:
  • discussing school activities with children more regularly,
  • sitting down to talk about needs, learning, and new knowledge/skills,
  • guiding children to become more open about their school activities.
• Strengthen parenting understanding through structured activities, such as:
  • religious activities,
  • parenting seminars,
  • literacy training,
  • inviting experts, and/or
  • involving families with expertise in certain topics/sciences.
• Help with event preparation and materials, such as:
  • donating materials,
  • using unused household items (e.g., a stove),
  • preparing seating areas (e.g., providing a carpet for children to sit).

Outcomes / benefits described

• Increased family insight into family care and learning processes at home.
• New information/knowledge/skills that help shape home parenting practices.
• Families gain strength and support to raise students better.
• Students benefit from alignment between family vision/mission and the educational unit’s vision/mission.
• Better cooperation leads to a positive and safe school climate.

Speakers / sources featured (from the subtitles)

• The teacher(s) / educator(s) (greeting audience; inviting discussion and participation)
• “Ma’am” (female teacher/presenter) (invites sharing; provides guidance)
• “Sir” (male parent/community member) (shares readiness to help; relates his child’s enthusiasm)
• A speaker referencing “Rizki” (son mentioned by the father as enthusiastic)
• “Danar” (referenced in the context of continuing activities at home; role/source not otherwise specified)
• Unidentified questioners / participants (parents asking how to encourage openness in children and about communication frequency)