Email this article 
(Universitas Negeri Yogyakarta, Yogyakarta, Indonesia)(2) Haryanto Haryanto
(Universitas Negeri Yogyakarta, Yogyakarta, Indonesia)*corresponding author
AbstractThis study aims to examine the effectiveness of a participatory blended learning model in enhancing knowledge and strengthening partnerships between schools and parents. A quasi-experimental pre-test–post-test group design was employed, involving 60 respondents selected as participants in the intervention. The model was designed to integrate online and face-to-face activities that promote collaborative learning and active parental engagement. The findings reveal that the participatory blended learning model significantly improved parental knowledge and partnership quality, as evidenced by statistically significant gains across five key dimensions: school-parent collaboration, digital-era parenting, positive parenting, healthy family routines, and parental involvement in school programs (p < 0.05 for all dimensions). Additionally, improvements were observed in participation in parenting classes, inspiration class initiatives, family habit development, and involvement in school committees or associations. This study contributes to the field by demonstrating how participatory blended learning can serve as an effective strategy to bridge communication and cooperation gaps between schools and families, ultimately fostering a more inclusive and supportive educational environment.
Keywordsblended learning, participatory, partnership, elementary school, parents
|
DOIhttps://doi.org/10.31763/ijele.v7i2.1978 |
Article metrics10.31763/ijele.v7i2.1978 Abstract views : 0 | PDF views : 0 |
Cite |
Full Text Download
|
References
[1] K. Kotzky et al., “A Qualitative Evaluation of Parenting to Support Early Development among Spanish-Speaking Legacy for ChildrenTM Participants,” J. Child Fam. Stud., vol. 29, no. 9, pp. 2637–2652, Sep. 2020, doi: 10.1007/s10826-020-01749-7.
[2] P. Garcia-Reid, C. H. Peterson, and R. J. Reid, “Parent and Teacher Support Among Latino Immigrant Youth,” Educ. Urban Soc., vol. 47, no. 3, pp. 328–343, May 2015, doi: 10.1177/0013124513495278.
[3] J. L. Epstein, School, Family, and Community Partnerships. Routledge, 2018. doi: 10.4324/9780429493133
[4] G. Hornby and I. Blackwell, “Barriers to parental involvement in education: an update,” Educ. Rev., vol. 70, no. 1, pp. 109–119, Jan. 2018, doi: 10.1080/00131911.2018.1388612.
[5] J. Lee, J., & Albright, “Rethinking parent engagement in the digital age: The role of blended learning in fostering school-community partnerships,” J. Educ. Technol. Soc., vol. 25, no. 3, pp. 78–91, 2022.
[6] D. Gross, A. F. Bettencourt, K. Taylor, L. Francis, K. Bower, and D. L. Singleton, “What is Parent Engagement in Early Learning? Depends Who You Ask,” J. Child Fam. Stud., vol. 29, no. 3, pp. 747–760, Mar. 2020, doi: 10.1007/s10826-019-01680-6.
[7] B. Y. Hu, C. R. Alexander, H. Wu, S. K. Roberts, and Y. Li, “Exploring Home-School Partnership and Chinese Parental Satisfaction of Preschool Services: The Moderating Effect of Childrearing Beliefs,” J. Child Fam. Stud., vol. 30, no. 1, pp. 206–219, Jan. 2021, doi: 10.1007/s10826-020-01862-7.
[8] M. Yulianti, K., Denessen, E., & Droop, “Indonesian parents’ involvement in their children's education: A study in elementary schools,” Sch. Community J., vol. 29, no. 1, pp. 209–236, 2019.
[9] M. Sedibe and J. Fourie, “Exploring Opportunities and Challenges in Parent–School Partnerships in Special Needs Schools in the Gauteng Province, South Africa,” Interchange, vol. 49, no. 4, pp. 433–444, Nov. 2018, doi: 10.1007/s10780-018-9334-5.
[10] M. A. Medina, G. Cosby, and J. Grim, “Community Engagement Through Partnerships: Lessons Learned from a Decade of Full-service Community School Implementation,” J. Educ. Students Placed Risk, vol. 24, no. 3, pp. 272–287, Jul. 2019, doi: 10.1080/10824669.2019.1615923.
[11] T. Anderson and J. Dron, Teaching Crowds: Learning and Social Media. Athabasca University Press, 2014. doi: 10.15215/aupress/9781927356807.01
[12] A. El-Soussi, “The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity,” Int. J. Educ. Res. Open, vol. 3, p. 100139, 2022, doi: 10.1016/j.ijedro.2022.100139.
[13] M. S. Knowles, E. F. Holton III, and R. A. Swanson, The adult learner: The definitive classic in adult education and human resource development. Routledge, 2014.
[14] L. R. Halverson and C. R. Graham, “Learner Engagement in Blended Learning Environments: A Conceptual Framework,” Online Learn., vol. 23, no. 2, Jun. 2019, doi: 10.24059/olj.v23i2.1481.
[15] Y. Rahmawati, “Peran orang tua dalam mendampingi pembelajaran daring siswa sekolah dasar selama pandemi,” J. Pendidik. Karakter, vol. 12, no. 1, pp. 78–91, 2022.
[16] R. Hidayati, N., & Fitria, “Kajian partisipasi orang tua dalam kegiatan parenting di sekolah dasar,” J. Ilm. Pendidik., vol. 7, no. 2, pp. 110–119, 2020.
[17] S. Noor, F. M. Isa, and F. F. Mazhar, “Online Teaching Practices During the COVID-19 Pandemic,” Educ. Process Int. J., vol. 9, no. 3, pp. 169–184, Oct. 2020, doi: 10.22521/edupij.2020.93.4.
[18] J. Kim, S. Pak, and Y. H. Cho, “The Role of Teachers’ Social Networks in ICT-Based Instruction,” Asia-Pacific Educ. Res., vol. 31, no. 2, pp. 165–174, Apr. 2022, doi: 10.1007/s40299-020-00547-5.
[19] L. Ni, “Pembelajaran Campuran melalui Google Classroom,” J. Int. Ilmu Pendidik. dan Pedagog., vol. 14, no. 4, pp. 220–226, 2020.
[20] O. Dakhi, J. Jama, and D. Irfan, “Blended learning: a 21st century learning model at college,” Int. J. Multi Sci., vol. 1, no. 08, pp. 50–65, 2020.
[21] D. Baumrind, “Parenting styles and adolescent development,” The encyclopedia of adolescence. Garland, 1991.
[22] L. M. Ihsan, “Pola asuh orang tua siswa sekolah dasar,” J. Pendidik. Dasar, vol. 9, no. 1, pp. 85–92, 2018. doi: 10.30595/jssh.v1i2.1704
[23] X. Zhai, M. Zhang, M. Li, and X. Zhang, “Understanding the relationship between levels of mobile technology use in high school physics classrooms and the learning outcome,” Br. J. Educ. Technol., vol. 50, no. 2, pp. 750–766, Mar. 2019, doi: 10.1111/bjet.12700.
[24] S. E. Ivy, M. C. S. Therrien, K. Whalon, M. Bilgin, S. Cox, and N. Hammons, “RouTEAM: Home and school partnerships to support communication for children with complex communication needs,” J. Dev. Phys. Disabil., vol. 33, no. 3, pp. 351–372, 2021. doi: 10.1007/s10882-020-09752-y
[25] H. Humairah, “Pola asuh orang tua dan dampaknya terhadap perkembangan karakter anak,” J. Pendidik. Anak Usia Dini, vol. 10, no. 1, pp. 14–22, 2019.
[26] M. R. Dimas, T. Qomaruddin, and S. Dewi, 20 kesalahan dalam mendidik anak. Jakarta: Robbani Press, 2005.
[27] K. J. Swick, “Communication Concepts for Strengthening Family–School–Community Partnerships,” Early Child. Educ. J., vol. 30, no. 4, pp. 275–280, Jun. 2003, doi: 10.1023/A:1023399910668.
[28] G. E. Greenwood and C. W. Hickman, “Research and Practice in Parent Involvement: Implications for Teacher Education,” Elem. Sch. J., vol. 91, no. 3, pp. 279–288, Jan. 1991, doi: 10.1086/461655.
[29] F. Xie, L. Zhang, X. Chen, and Z. Xin, “Is Spatial Ability Related to Mathematical Ability: a Meta-analysis,” Educ. Psychol. Rev., vol. 32, no. 1, pp. 113–155, Mar. 2020, doi: 10.1007/s10648-019-09496-y.
[30] U. Riegel and K. Kindermann, “The Impact of Participatory Learning on Attitude,” J. Empir. Theol., vol. 29, no. 1, pp. 1–23, Sep. 2016, doi: 10.1163/15709256-12341334.
[31] R. Finn, “Specifying the contributions of parents as pedagogues: Insights for parent–school partnerships,” Aust. Educ. Res., vol. 46, no. 5, pp. 879–891, Nov. 2019, doi: 10.1007/s13384-019-00318-2.
[32] N. Alexandersen, H. D. Zachrisson, T. Wilhelmsen, M. V. Wang, and R. E. Brandlistuen, “Predicting selection into ECEC of higher quality in a universal context: The role of parental education and income,” Early Child. Res. Q., vol. 55, pp. 336–348, Jan. 2021, doi: 10.1016/j.ecresq.2021.01.001.
[33] A. R. Gonzalez-DeHass, P. P. Willems, and M. F. D. Holbein, “Examining the relationship between parental involvement and student motivation,” Educ. Psychol. Rev., vol. 17, no. 2, pp. 99–123, 2005. doi: 10.1007/s10648-005-3949-7
[34] S. Livingstone and A. Blum-Ross, Parenting for a Digital Future. Oxford University PressNew York, 2020. doi: 10.1093/oso/9780190874698.001.0001
[35] H. Dzak?r?a, M. S. Don, and H. D. Rahman, “Blended learning (BL) as pedagogical alternative to teach business communication course: Case study of UUM executive diploma program,” Turkish Online J. Distance Educ., vol. 13, no. 3, pp. 297–315, 2012.
[36] R. K. Masalela, “Potential benefits and complexities of blended learning in higher education: The case of the University of Botswana,” Turkish Online J. Distance Educ., vol. 10, no. 1, pp. 66–82, 2009.
[37] J. S. Drysdale, C. R. Graham, K. J. Spring, and L. R. Halverson, “An analysis of research trends in dissertations and theses studying blended learning,” Internet High. Educ., vol. 17, pp. 90–100, Apr. 2013, doi: 10.1016/j.iheduc.2012.11.003.
[38] T. D. Harris, D. N., Imbrogno, J., & Nguyen, “Community-based e-learning: Improving access and outcomes.,” J. Online Learn. Res., vol. 7, no. 2, pp. 145–167, 2021.
[39] C. J. Asarta and J. R. Schmidt, “The effects of online and blended experience on outcomes in a blended learning environment,” Internet High. Educ., vol. 44, p. 100708, Jan. 2020, doi: 10.1016/j.iheduc.2019.100708.
[40] J. Borup, R. E. West, C. R. Graham, and R. S. Davies, “The adolescent community of engagement framework: A lens for research on K-12 online learning,” J. Technol. Teach. Educ., vol. 22, no. 1, pp. 107–129, 2014.
[41] L. Paredes, P., Retana, L., & Sánchez, “Participatory design of learning experiences with families,” Int. J. Child Care Educ. Policy, vol. 16, no. 1, pp. 1–16, 2022.
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Deni Hardianto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
International Journal of Education and Learning
ISSNÂ 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W : http://pubs2.ascee.org/index.php/ijele
E : zalik@ascee.org
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.