Family Involvement in the Implementation of Education in the Early Childhood Unit in Instilling Nationalism Values
Darnowo, Erni Sukmawati Dewi, Yedi Kusmayadi
Pusat Pengembangan Pendidikan Anak Usia Dini dan Pendidikan Masyarakat Jawa Barat
Abstract
Family Involvement in the Implementation of Education in the Early Childhood Unit in Instilling Nationalism Values (Darnowo, M.Pd, Erni Sukmawati Dewi, M.Pd, Yedi Kusmayadi, S.Pd) ABSTRACT Ministry of Education and Culture Regulation No. 30 2017 concerning Family Involvement in Education Units explains that family has a strategic role in supporting the delivery of education to achieve national education goals, and the involvement of families in the administration of education requires synergy among education units, families and communities. This is in line with the thought of Ki Hajar Dewantoro who stated that education was a shared responsibility among education units, families and communities known as the tri education center. The results of the preliminary study indicated that the ECCE units had been conducting a family engagement, though its implementation was not yet optimum, including: 1) the parents meeting with the teacher was only at the time of the distribution of childrens development reports 2). The implementation of parent classes was still lacking in media and methods and did not yet involve parents as resource persons, 3) Inspirational classes did not yet involve parents as resource persons and methods were not varied, 4) Class performances were limited to the performance of children and did not involve parents from the beginning. The survey, in Anggita Putri (2013) concluded that junior and senior high school students in the Jakarta, Bogor, Depok and Bekasi regions, considered Pancasila to be no longer relevant as the basis of the State (25.8%), justifying the bombing (7.5%), agreeing enactment of Islamic Sharia (21.1%), approved of radical actions (28.2%), lazy to follow the flag ceremony (83.3%), preferred foreign products (73.3%), did not care about the problem - the problems faced by the nation (63.3%), like schools abroad 56.7%, prefer foreign names (40%), feel western figures are better (33.3%). To answer the above problems, Center for Development of ECCE and Community Education West Java developed a model of involving families in the provision of education in ECCE units in inculcating nationalism values. The model was supposed to encourage ECCE units to seek parental involvement in various activities that support the educational process and inculcating nationalism in children. The model of involving families in the provision of education in ECCE units was an innovative pattern that reflects the synergy among the school, parents and the community. The scope of the model included a description of the management of the family engagement program, and the optimization of family involvement to increase the awareness, role and ability of parents in supporting education and inculcation of childrens nationalism. The model developed was divided into 3 major stages, namely the stages of design, action, and the results stage for the activities of educational unit meetings with parents, parent classes, inspirational classes, and classroom performances. The model aimed to: 1) Increase the value of nationalism of students, 2) instill love in the nations culture in students, 3) reduce individualistic attitudes, consumerism, in some communities, 4) Increase parental participation in teacher meetings, 4) Strengthen Students Nationalism character and values , 5) Increasing parents knowledge, attitudes and skills in family education. The method used in the development of this model was the research and development method, through the collecting, processing, analyzing, and presenting of data, which were carried out systematically and objectively accompanied by activities to develop a product to solve the problems faced. This method was considered suitable bearing in mind the purpose of developing the ECCE and Community Education models, which intended not to find theories, but rather to produce or develop a product that can be used as an input for policy making, as well as a formula for improving the quality of education services, in this case family education services. This model has been tested in 4 locations, Wiyata Bhakti Play Group, Kab. Purwakarta, Dewi Pramanik ECCE unit in City of Bandung, Golden Age Kindergarten, Kab. Subang, Public Kindergarten in Cimahi. The products produced included model, dictates (patriotism, diversity, and nationality), and media (posters, flipcharts, discussion cards). The results of the family involvement program in ECCE units are supposed to have a positive impact on students in the form of having the character of nationalism
Keywords: Family Involvement, nationalism values
Topic: Parenting Class in Early Childhood Education Centres