The impact of parent collaboration in socio-cultural learning in communities on the Indonesia-Malaysia border in helping students understand the curriculum and learning process

Abstract

The curriculum emphasizes the importance of parental involvement in student education at school. Active participation from parents in the learning process can facilitate the development of students' knowledge. However, in reality, parental involvement remains minimal due to social disparities within society. It is essential to investigate the alignment between theory, expectations, and actual practice. The purpose of this study is to identify the backgrounds of the parents involved and to provide a descriptive analysis of the cooperation demonstrated by schools towards parents, which can motivate increased involvement in student education. The research adopts a quantitative approach, with a sample of 478 students attending schools in the Indonesia-Malaysia border area. Data collection was conducted through questionnaires, which were developed based on specific indicators. Data analysis was performed using descriptive statistics with the assistance of SPSS version 29.0. The collected data were analyzed by calculating the average scores for each indicator and interpreting the results. The findings indicate a significant relationship between school-parent cooperation and improvements in student education. Specifically, the more parents feel appreciated by the school's engagement, the higher their involvement in their children's education. Additionally, parental involvement increases when schools actively collaborate to discuss various issues affecting students and parents. Parents are more involved when they are informed about meetings, activities, and programs that require their participation. In conclusion, active communication between schools and parents significantly enhances parental involvement in education.