The Journal of Social Studies Education in Asia, Vol.7, pp.97-110, 2018

Parent Engagement Policy in Indonesia:
Case of the Public Secondary School in Magelang, Central Java
Wasino Wasino

Universitas Negeri Semarang, Indonesia

Siti Zulaicha

Universitas Negeri Semarang, Indonesia

Fitri Amalia Shintasiwi

Universitas Negeri Semarang, Indonesia
Abstract
The goal of the study is to describe the implementation of education public policy of parent engagement ineducation based on several data in the public secondary school with the policy analysis, namely Theory of Dunn.
Based on Dunn’s idea that policy analysis is an intellectual activity and practice to create, to evaluate, and tocommunicate the policy process and knowledge. This research used qualitative method with the case study
research model. The results showed in the implementing policy, the public secondary school undertook thefollowing steps: the government agenda, policy formulation, implementation of policy and performance policy.
The supporting factor came from communication and financial resources, disposition and bureaucratic structure.
However, some obstacles of the policy implementation came from the lower institution who had no program torealize it. They only one was to put the policy as a slogan which stuck on the wall. In addition, the community
did not know how to support it, because there was no reward or punishment in it.
Keywords: policy, parent engagement, public secondary school

Introduction
The 1945 Constitution of the Republic of Indonesia stated that the government has an obligation toeducate the life of the nation which is considered to the Pancasila values. Consequently, the government efforts
have prioritized the development in the field of education. Education is a basic need of every person, so that they
are entitled to obtain education and to benefit from science and technology to improve the quality of life and fortheir welfare. Article 31 states that the government shall promote education by seeking and organising a national
education system that enhances faith, devotion and noble morals in order to educate the life of the nation, whichis regulated by laws. It is contained in the current National Long-term Development Plan which is the period
2015 - 2019, so the development of education is planned as a stage of education that prepares Indonesians tohave the regional competitiveness.

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Government provided an autonomy to schools to carry out their management based on the situation andconditions. It is called as the School-Based Management (SBM), which has been implemented in Indonesia
since the constitution of the government number 22, 1999 and was legalised on January 1, 2001. Based on theimplementation of decentralization, schools had the flexibility to organize and to implement various policies
widely. The Characteristic of SBM which is the existence of the community participation in the education
management in this case is parents.
The government has created policies related to the parental involvement in education, so it means thatparents are a vital partner who contribute much to work the educators, schools and community. There are shareeducation responsibilities between the government, society and family, where the complexity of the existing
problems in the children’s environment requires cooperation and support from all parties. However, thegovernment’s program “free education”, affects the decreasing number of the parent involvement in schools.
Parents gave all responsibilities to the schools. Recently, the public views show that the parental involvement isin the form of funding or material support to assist the school programs. Parent engagement consists of: (1)participating actively in the school committee activities; (2) willing to be appointed as a chairman of thecommittee; (3) attending school invitation; (4) meeting the children’s facilities in education; (5) taking thechildren to school. Thus, based on the existing phenomenon, the government seeks to increase the involvementof parents to share responsibilities in terms of education by the way of issuing regulations on the involvement of
parents in school. The results of the previous research that have been done both in Indonesia and abroad showthat the involvement of parents in schools can improve the success of the students and schools. Therefore, thisresearch raised the title "Parent Engagement policy on Indonesia, Study case of the Public Secondary School in
Magelang, Central Java”. This study aims to analyse the government policy, the direction of government policy
and analyse the implementation of policies within the period 2015 to 2018.

Implementation Public Policy Analysis Theory
Patton & Savicky in Nugroho (2008, 200) forced that implementation is a part of public policy poses.
A policy which is supported by the highest authority is not necessarily effective because the street levelbureaucrats were not able to or they did not eager to apply it because of several obstacles. Based on Edward
model, there are some requirements, such as communication, resources, disposition or attitudes, and bureaucratic.
Communication relates to how the policy is communicated to the institution or organisation or society,the availability of resources to implement the policies, the attitudes and responses of the involved parties andhow the organisational structure is communicated to the policy implementer.
Resources is related to the availability of the support resources, particularly human resources, including
the skills of public policy for carrying out the policy implementers. Disposition is regarded to the willingness of
the implementers to carry out the public policy. In this case, the individual skill is not enough without thewillingness and commitment to implement the policy.
The bureaucratic structure is concerned with the appropriateness of the bureaucratic organization whichis the organizer of the implementation of the public policy. Ineffectiveness in the policy implementation is due
to lack of the coordination and inter-institutional cooperation
The researcher chooses this model because it is in appropriate to the condition of the problem which
includes what requirements are required and what obstacles are faced to achieve the successful implementation

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The Journal of Social Studies Education in Asiaof the public policy. This model is able to explain the supporting elements and the obstacles in the successful
implementation of a policy. It has a top-down characteristic which is suitable to be implemented at the level ofa structured bureaucracy in a governmental institution where each level of hierarchy has a role and a function in
the policy description.
There are various definitions of the public policy which imply that the government has an authority inpolicy making, its role as the role of regulation. In this case, it is not always the dominant role of the government
because all actors, the government and non-government can collectively contribute (Irawati & Widyaningrum,
2015, 13).

Research Method
This research used qualitative research approach with Yin case study case model (2013). Qualitative
approach is a research approach without using statistics but with the descriptive explanation, which is trying todescribe a current phenomenon, events, events, where the researchers try to describe the events that occur. This
will be a researcher’s attention.
The case study method is consistent with Yin’s model (2008), as a comprehensive explanation related
to various aspects of a person, a group, organization, a program, or a social situation that are examined andsought as deep as possible. It also has an understanding of the terrain of research about a person or a social unit
within a certain period of time (Asmara, 2013).
The data collection techniques are through the participant observation, interview, and the document
observation. The key informants in this research are headmaster, teachers, parents and the school committees.
The data analysis adopted the techniques of the case study data by Yin (2008), by covering the stages ofpattern matching using Edward theory tool of communication, resources, disposition, and bureaucratic
structures; making explanations, and drawing conclusions or verifications.

What is public policy of engaged parent in education?
Education policy is high on the agenda of the government across the world, and global pressure focuses
increasingly attention on the outcome of the education policy and on their implications for economic property,
and social citizenship. Policy is related to the power to determine what gets done, or does not (Bell and Stevenson,2006). Related to the parent engagement at school, there are some rules for the stakeholders and family when
they are eager to create collaboration between schools and family. Based on The Constitution of Indonesia
Education System, number 30, chapter IV, article 5, it stated that parents not only have responsibility to educate
their children, but also to get know well about the improvement of their children’s achievements.
Part 3, section 56, about education board and school committee, explained that the community plays arole in improving the quality of education services including planning, supervision, and evaluation in educational
program through education boards and committees. The School Committee is as an independent institution
which is as an advisor, a supporter in facilities and infrastructure, and an education supervisor in the school level.
They would help the school how to improve the education quality. The members of the committees at least thestudent’s parents (50%), the personages in the society (30%), the experts in education (30%), such as the retired
teachers or lecturers or everyone who knows well about education in practice. The sum of the members is about99

Wasino Wasino, Siti Zulaicha, and Fitri Amalia Shintasiwi

maximum 5 until 15 people.
Article 3 explained that there are several duties of the committee, they are; (1) giving consideration to
the determination and implementation of education policy; (2) raising funds and other educational resourcesfrom groups, individuals, organisations, business world or other stakeholders creatively efforts; (3) overseeing
the school’s service for all based on the government’s regulation; (4) following up on complaints, suggestions,criticism, and aspiration from learners, parents, and the community. The school committee will invite all parents
once a year to submit their routines or the periodic reports of activities. In addition, the fundraising committees
proceed where this is made on every fundraising.
The government regulation of education management or administration number 17/ 2010, section XIV,
communities are able to participate in the education management through school committees. According to
Article 188, public participation includes the participation of individuals, groups, families, professionalorganisations, employers, and the community organisations, in the implementation and quality control ofeducation services. Community participation could be a source, an implementer, and a user of education.
The role of parents’ involvement was in the regulation of the Education and Culture Minister, number
19/2007 about an administration and management standard in elementary and secondary schools. Point 10 aboutsociety involvement and school partnership, stated that societies could be involved in non-academic management,
as for their participation was limited to specify the activities. All about the rules of participation at school are in
the regulation of the Education and Culture Minister number 30/2017.
Families have a strategic role in supporting the implementation of education to achieve the national
education goals. The family involvement implementation in education requires the synergy between the
educational unit, family and society. The purposes of the parent involvement are; (1) to create mutual
responsibilities and awareness among educational, family, and community units towards the delivery ofeducation; (2) to encourage the strength of character education; (3) to raise the family's exceptions to children’s
education; (4) to build synergy between educational unit, family and community; (5) to realize a safe,
comfortable, and fun environment for the education units.
Family engagement is carried out by the principles; (1) equality of rights; (2) the spirit of togetherness
with the foundation of “gotong royong”; (3) mutual care, caring; (4) considering the children needs. The formof the parental involvement is done directly and indirectly to support the implementation of the education
management at school, family life or community.
There are some activities which can be done for parent engagement at schools, such as to come in theschool meeting, to attend in parenting class; as an interviewees in school activities, to take a role in the farewellparty at schools, to play an active role in the extracurricular activity and student’s self-development activities oranother one after school activities, as member of committees, to take an active role in the school activity, as amember of anti-school violence, porn, drug, and drunk or NAPZA. They can facilitate and play a role instrengthening children character education activities in the educational units. Parent engagement at home, suchas fostering children's character in the family, as a motivator on the student study; encouraging the culture ofliteracy, facilitating the learning need. Based on the regulations, parents have two roles as an educator both atschool and at home.
Family involvement at society can be acted to avoid their children breaking school regulations or
disturbing the public discipline, to prevent anarchist deeds, fighting, porn action, drugs, drunk, and NAPZA. The

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form of parent engagement can be done by a foster, a supervisor, an informant to school or police about thechildren deviation action. All of these engagement activities can be done based on the local wisdom or norms inthe school; the activities must be managed by the school committees. Parent activities can be formed as“Paguyuban” or another name in one class each grade at school.
Based on the regulation above, this can be said that each school and government has their responsibilities.
The school roles are as an executive of the Minister’s standard about the procedures or criteria, a supporter on
the parent engagement, an initiator and as a facilitator to parent engagement activity at schools. The roles ofschool committees are as a booster, a supporter, and a coordinator on parent engagement at schools.
The Minister and local government’s role is to create the regulation about the parent engagement basedon standard, criteria, and procedures which has arranged by the Education and Culture Minister. They must
coordinate all regulations to apply in the parent engagement activity at schools and community. They also
facilitate the activity, after that to evaluate or to monitor the parent engagement at schools. Both of them carryout the technical guidance. Funding of the parent engagement comes from the state budget revenues, regional
expenditure budget, donation, accommodation, and other sources of financing.
Governments have prepared everything to improve the education service quality by some innovations
and regulations that concern on all pupils’ achievement. The regulations have created to make everything runs
well and to avoid conflicts between schools and family. Each role has explained clearly; schools, districts andthe minister as follows in the figure.1.1 below.

Education andCultureMinisterFigure.1.1 The Structure of Parent Engagement ForumThe Practice of Parent Engagement at the Public Secondary School in Magelang
The history of the union of teachers and students in Indonesia (PMOG) was dissolved in 1974, and next
it is established the Provincial Assistance Body (BP3). The results of interviews are about the implementation of
PMOG at the time, and the parent meetings conducted towards the end or the end of the school year. They will101

Wasino Wasino, Siti Zulaicha, and Fitri Amalia Shintasiwi

be a committee in the school program. The selected parents will be taken as a part in the students’ activities. The
goal of PMOG is to unite teachers, learners, and parents. In subsequent developments in accordance with thedecision of the Minister of National Education Number: 044 / U / 2002, 2 April 2002 about the Board of
Education and School Committee. Every activity of the School Committee has been regulated in the Minister of
Education and Culture Regulation No.75/ 2006. The historical scheme of changes to the rules of the School
Committee can be seen in figure 1.2.

Figure 1.2 Historical Scheme of School Committee
Based on the National Education Law number 2 year 1989, there was no School Committee andeducation board. Public participation in education is limited to the government partners (Article 47 Paragraph1). Communities as partners of the Government as much as possible to participate in the implementation. This
year, the government has made rules on education councils and school committees. Article 56, paragraph 1,
stated that the community plays a role in improving the education quality services which includes planning,supervision, and evaluation of the educational programs through the educational councils or the schoolcommittees.
Based on the Yulaeha (2015) research, this shows that the model of the parent involvement in the Public
Secondary School of Magelang is a traditional model, which focuses on the success of the school, but it does not
focus on the achievement of learners. As the proposed model by Merlyn and Susan (2009), they suggested thatthe parental involvement models have four kinds based on the parent’s behaviour including an uninvolved
parent model, traditional parent model, fully engaged parent model and mindful parent model. Some indicatorsshow that the current model of the parent involvement exists among others; (1) PTA leader; (2) classroom aid;(3) fundraiser, and (4) board member, which is illustrated as the table 1.
The regulation of the Education and Culture Minister number 30/2017, family can be involved inschools, but there are several obstacles to realize it. Based on the results of the documentary observations of the
School Work Plan in the Junior High School, some of them include several targets for the third rank at theprovincial level. However, the obstacles have difficulties to find the appropriate trainers in the extracurricular
activities. Not all teachers have the ability as trainers for all sports. The results of the interviews with one of theteachers at SMP Negeri 1 show that the success of those achievements because of the support of their parents inthe material and non-material circumstances. They always took the students up while going to race and helped
to find a trainer. This situation is not found in other public junior high schools.

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Table 1 Parent Engagement Model In the Public Junior High School of Magelang City
Kuadran1
Uninvolved Parent

2
Traditional
Parent Involvement
3
Fully Engagement
Involvement

4
Mindful Parent

Parent’s behaviour (perilaku
orang tua)
RumourBlaming
Collision
Reactive Parent

SMP N.7

SMPN.4

SMPN.10

X
V
X
V

X
V
X
V

V
V
X
V

PTA leader
Classroom aid
Fundraiser
Board Member

V
X
V
V

V
X
V
V

V
X
V
V

Communicator
Problem solver
Active listener
Strategist

X
X
V
X

X
X
V
X

X
X
V
X

Teacher Respect
Instil discipline
Model positive behaviour
Inspires learning

V
X
V
X

V
X
V
X

V
X
X
X

Source: Yulaeha’s Result of Research on 2015

As stated in the Education System Act No. 20 of 2003, the article 54 explains that families can be
involved in the delivery and quality control of education services as resources, implementers and the users ofeducational outcomes. Furthermore, according to the Government Regulation No. 19/2007 on the Education
Management Standards in the Elementary and Secondary schools, the form of participation is limited to certain
activities (non-academic area). In addition, based on the Regulation No. 17 of 2010, School Committees statedthat parents can play a role in education as (a) the provision of educational resources; (b) the implementation of
the educational unit; (c) the user of educational outcomes; (d) the supervision of education; (e) the supervisionof education management; (f) the provision of judgment in decision-making that impacts the education
stakeholders in general; and/ or (g) the facilitator/provider on the educational units in performing their functions.
Each stakeholder has a role to apply the parent engagement, such as a headmaster.

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Figure 1.3. Headmaster Role
Based on the data above, almost public school committees are involved to arrange the school planning
program. The chairman of SC signs the documents. The process of the planning program arrangement has doneby the teachers, a face headmaster, and a headmaster. Although 100% of the public schools have no parent
program included it in the school program, so only two public schools have two programs asking parents to
involve, such as extra-curricular and the farewell party for grade IX. There are three schools which has the parent
involvement for the final examination. We can conclude that almost public schools have no parenting program,and handle all of problems without discussing with their parents. They only stay on the outside of the schoolgate. All of these situation leads a gap between school and family.

Implementation of Parent Engagement Policy
Parent involvement at schools requires the roles of a government local district, the education boards, theschool committees and the school regulation. Furthermore, the school committees and the principal will arrange
the rules on the parent involvement of the students based on the conditions of each school.
Figure 1.4. shows that the government has arranged the regulation for the parent engagement at schools,
home and society. The policy fulfils the government’s commitment to support and to enhance the parent
engagement in Indonesia. The policy must evolve to recognize the changing condition as they strive to support
students’ achievement and well-being. The policy acknowledges all aspects of the important parental role ineducation.

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Figure 1.4. The Regulation of the Parent Engagement

1. Student Care over Policy
The Mayor Regulation number 9, year 2011, the community study policy is a framework to improve
the optimal education services to realize Magelang as the city of Education Service, and it is necessary to join
the movement to prepare the future students or learners better. Their goal of the program is to reduce thedelinquency of the students, to cultivate morality, and also to develop the care of the fellow students in Magelang.
It takes attention, care, and concrete efforts performed jointly by parents, educators, the Unit Education, and the
Local Government embodied in the Student Caring Program (SCP) of Magelang Municipality. The members of
the executives consist of teachers, the school committees, society and parents. They have several roles of school
to apply it, at least communicating about SCP by involving School Committees, Parents, community leaders,teachers and educators in both oral and written; warning or other notices that stick in that areas that it has been
applied SCP; Schools provide the program to support the implementation of SCP; implementation SCP;
conducting guidance to students who violates some SCP rules; organising an Education Unit level meeting atleast once a month; evaluating the program and making reports on the implementation of GPS activities routinely
to the GPS implementers at the district level. The research aims to evaluate the implementation of the policy byinterviews and observations in 13 public secondary schools in Magelang. The researcher observed several
activities which was related to GPS. The results of this research are summarised as figure 1.5 below.

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Figure 1.5 The Role of School in the Implementation of the Policy
We concluded that the local government has arranged the regulation well, but in the institution, theheadmaster only shares and communicates the public policy, but less action. Based on the observation, the sumof the schools has no programs related to the student care over. The counselling teacher is conducting guidance
to student about bullying. Schools rarely do meeting in the school level. Both parents and teachers do not know
about the program, but only the counselling teachers know well about it.
The results of interviews indicate that the majority of the teachers or parents do not know or understandabout SCP. They only know it that it is a local government policy which must be applied at the school units. They
believe that the counselling teachers will implement it well. Parents know the programs because they read thewarning or notices on the wall when they come to school. The weakness of the implementation of SCP is there
is no program, no communication to the parents, teachers and the school community. The headmaster should
create the school regulation to support the program. School and family sit together to discuss how to implement
it. This program will be more effective when the parents are involved in this event.

2. Community Learning Time Policy
The community learning time policy for Magelang society in Indonesia is called Jam Belajar
Masyarakat or”JBM” based on the local government regulation number 9, year 2011. Thus, the purpose of theimplementation of CLT is the guideline that all citizens who live in the region in creating an atmosphere toachieve a safe, comfortable and conducive environment for studying in the school-aged population in theresidence. Local government provides a sense of security and comfort to the school-age population in learning
environment; improving the participation, support and motivation of the parents and the community in theschool-age population in a residence or learning environment; increasing the school-aged population learning atresidence or learning environment. The members of the executives at least chairman come from the Head of
Education and Culture Department of Magelang, and a vice chairman is the Head of the Ministry of Religious
Affairs; The Secretary of the CLT Executor at city level is the Secretary of the Education and Culture Department;
implementing the members of CLT at the municipal level which consist the elements from the Regional
Development Planning Board, elements of the People's Welfare Division at the Regional Secretariat, the106The Journal of Social Studies Education in Asia

elements of the Ministry of Religious Affairs, the elements of the Public Relations Division, the Elements of theBoard of Education and the Head of the Family Welfare Development Team. Furthermore, their roles on theimplementation program are socializing CLT to institutions, organization, school and community both in oral
and written forms; providing pilot area for CLT; building monuments, memorial boards or other signs that thearea has already been imposed by CLT; endeavouring to support funds from the Regional Income andExpenditure Budget and community self-help in order to support the success of the JBM program; monitoring
the implementation of CLT; coaching the school-age population and community who are committed to CLT
violations; conducting the city-level meetings of at least 3 (three) months; providing awards for school-aged andcommunity-level residents within the city-level CLT; and conducting evaluation and report on the implementationof JBM activities regularly.
The researcher took data from several schools by interviewing some people, and collecting somedocuments there. The result of the study are showed on the figure 1.6.

Figure 1.6 The Member Executive’s Roles
Figure 1.4. shows some indicators of the implementation on CLT, all citizens know about these programby listening to the radio, but they never find out one area as a pilot for this program. The government prepares
funds to support the program. The researcher did not find the monument or anything else related to CLT. The
conclusion of the research finding is the local government policy will run well if the lower level of the organization
is implemented to all regulations. The researcher found that some activities only “catch word” in the school.
Taylor et al. (1997) explained how education shapes and is shaped by the action of those who has the
responsibility to implement it. The content of policy emerges from the economic, social, and political aspects
that gives rise to an issue, explores more fully the consequences of policy and focuses more in process of movingfrom the policy formulation to the policy in practice. It is described on four levels; the social political environment
based on the dominant discourse is derived from its over-searching guiding principles which are formulated; thestrategic direction is emanated from the socio-political environment and defined the policy, and established its
success criteria in those activities. The operational practices are based on the organization principles. Theyarrange the institutional procedures and the specific program in action. There are four levels on the hierarchical107

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relationship of translating policy into practice. The first part is being concerned with the policy formulation, andthe second part is with the policy implementation, as shown in the figure below.

Figure 1.7. The Policy into Practice Adapted from Taylor’s Model.

Conclusions
Schools, parents, and society have responsibility in the education process for children. Although there
are the different ways to involve in education based on the age or education level. Parent engagement is requiredin school management, it is an important part to build student achievement or characters, so school cannot work
alone.
The city of Magelang has constructed an education policy which is conducted to the best education
service. The government is eager to educate the nation in the school level and family life. Public policy has beencreated by the local government and it has been communicated to all levels through print media and otherinformation media. The public welcomes the government's policy in a positive manner. However, theimplementation of the field is found several obstacles.
The government policy in school-age education shows a very high level of concern. With the movementof the caring students, the government wants to create a fun, safe and conducive situation in schools. However,
the government is aware of the relationship between schools, families and communities to achieve childachievement. For that, the government creates the regulation about the hours of the study community. Bothregulations have clarified who is responsible, each task and responsibility, implementation and evaluation andmonitoring process.
. Based on observations in the field, it shows that the schools and parents do not know exactly about the
government's policy. Schools only realize some things that show the schools which have been applied to thecaring students, but in reality, only teachers’ guidance and counselling who run some of these programs. Parents
are invited to communicate when their children engage in violent or disciplinary violations in the schools. The

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regular meetings are held in schools and not related to the implementation of the detailed government policies.
Parents know about the policy but do not know how to apply it at home. In their minds, education in schools is
a complete responsibility for teachers and the heads of schools, as for home issues, it is the responsibility of thefamily. This leads to blame to each other when their children do the violation. The researcher did not find theschool program or punishment and awards for students in the successful implementation of the government
policies.
As the model which has been proposed by Taylor, the public policy is the government authority thatcompiles it based on the issues in the region, but in this democratic era, it is necessary for the cooperation of thegovernment as the policy maker and the lower level as the implementer of the policy. Schools are a part of thegovernment policy, and the implementers should develop measures that are easily understood by schools andparents in implementing them. For the continuation of the school, it needs to create programs that support the
government's policy. The description of the program should always be evaluated and monitored by the principals,
teachers and committees. The research findings are indicated that the hierarchy of the public policy has stopped
at the formulation of the policies undertaken by the local governments and the education offices. The
implementation of the policy stalls on communication. The realisation of the rules from the mayor of Magelang
concerning about the care of students and learning hours is only famous in one particular period and after that is
uncontrolled. This problem arises from the lower level, which is the school.

Recommendation
The local government policies need to be followed up at the institutional level, and in this case, schools
by making regulations based on the local and central government regulations to be translated according to theschool conditions. In addition, schools need to prepare the procedures that are easily understood by schools andparents to apply them both in the school and at home. In order to realise it, this needs to be a good cooperationand commitment from the school principals, teachers, parents and the community, as they contribute positively
to the future achievement or success, and it is necessary for the character formation of learners.

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