EMPOWERMENT; Jurnal Ilmiah Program Studi Pendidikan Luar SekolahVolume 9, Nomor 2 September 2020,p-ISSN No. 2252-4738 e-ISSN : 2580-7692 130 CHILDREN ACHIEVEMENT OF UNDERPREVILLAGE FAMILY Ridha Husnul Hayati1, Elih Sudiapermana2, Sardin3 1,2,3 Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia 1ridhahusnulhayati@upi.edu Received: Juni, 2020; Accepted: September, 2020 Abstract This research departed from the success of children of underprevillage families on the achievement of learning achievement that they got so that one of them can graduate at Gadjah Mada University which is the number 1 college in Indonesia. Mr. X worked as a traveling fish seller using an old bicycle, while Mrs. Y looked for buds of coconut leaves to be used as a Sarang Ketupat. This study aimed to describe how the efforts of parents towards children's education, educational methods for children at home, and children's habits in learning at home. This study used qualitative research methods with the type of case study research. The data were collected by using snowball sampling technique. The participants were observed through observation and interviews. Data analysis was performed using qualitative data analysis. The process was done with data reduction, data display, and verification. After analyzing the data, it showed that: (1) parents do various ways to be able to meet the needs of family X, especially in terms of children's education; (2) the learning methods are exemplary methods, habituation, stories, and advice; (3) children- family X children have the habit of learning independently. Keywords: Children Achievement, Underprevillage Family, Parental Effort Abstrak Penelitian ini dilatarbelakangi oleh keberhasilan anak-anak keluarga miskin atas pencapaian prestasi belajar yang mereka dapatkan hingga salah seorang dari mereka bisa lulus di Universitas Gadjah Mada yang merupakan perguruan tinggi nomor 1 di Indonesia. Bapak X bekerja sebagai penjual ikan keliling menggunakan sepeda tua, sedangkan Ibu Y mencari pucuk daun kelapa untuk dijadikan sarang ketupat. Penelitian ini bertujuan untuk mendeskripsikan bagaimana upaya orangtua terhadap pendidikan anak, metode pendidikan terhadap anak di rumah, dan kebiasaan anak dalam belajar di rumah. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian studi kasus. Teknik penjaringan sumber data dilakukan dengan menggunakan teknik snowball sampling. Teknik pengumpulan data yang digunakan adalah observasi partisipatif dan wawancara. Analisis data dilakukan dengan menggunakan analisis data kualitatif. Prosesnya dilakukan dengan data reduction, data display, dan verification. Setelah dilakukan analisis data maka akan dapat diketahui bahwa: (1) orangtua melakukan berbagaimacam cara untuk bisa mencukupi kebutuhan keluarga X terutama dalam hal pendidikan anak, (2) metode belajarnya adalah metode teladan, pembiasaan, cerita, dan nasehat, (3) anak-anak keluarga X mempunyai kebiasaan belajar secara mandiri. Kata Kunci: Prestasi Anak, Keluarga Miskin, Upaya Orangtua How to Cite: Hayati, Sudiapermana, Sardin. (2020). Children Achievement Of Underprevillage Family. EMPOWERMENT: Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah, 9 (2), 130-137. INTRODUCTION Educating children is an important and noble responsibility of parents. Many parents are not aware that the task of parents is a role model that will be identified and internalized into roles and attitudes by children. Therefore, one of the main tasks of parents is to educate their heir. In Hayati, Sudiapermana, Sardin. Children Achievement Of Underprevillage Family 131 other words, the relationship between children and parents are naturally listed for educators, build children's personality, and mature them, because parents are the first and foremost educators for their children. Various forms of parental treatment of children will make an impression in their future lives because what parents do to their children during their growth and development can be the basis of behavior patterns. Based on the previous description, it can be concluded that education in the family is significant to be applied. It can be imagined how if a child does not get an early education from both parents, it will cause the child to become independent and cause many problems in themselves. Vice versa, the success of the children themselves in the family and in the educational environment is also inseparable from the pattern of parental education to their children. Besides being responsible for educating children, parents are also responsible for providing education by sending their children to school. But this often becomes an obstacle for some people to provide proper education for their children due to economic factors that do not support. Difficult economic conditions often become obstacles for children in getting a proper education. Poverty is manifested as a result of interaction between various social and economic aspects. According to Rais (1995: 2) defines that poverty is a condition for sources of meeting basic needs such as food, clothing, housing, health and basic education. Poverty is usually described as a lack of income to meet basic needs. According to Rais (1995), there are 2 categories or characteristics of poverty levels, namely: a. Absolute poverty is a condition where the level of income is not enough to meet basic needs such as food, clothing, housing, health and education. b. Relative poverty is a calculation of poverty based on the proportion of income distribution in an area. This type of poverty is said to be relative because it is more related to the distribution of income in an area between layers of society. According to BPS (2019), the criteria for poverty are as follows; (1) the floor area of residential buildings is less than 8 m² per person, (2) the type of residential floor is made of soil / bamboo / cheap wood, (3) the type of residential walls of bamboo / thatch / low quality wood / walls without plastered , (4) does not have bowel facilities / together with other households, (5) sources of household lighting do not use electricity, (6) sources of drinking water come from wells / unprotected springs / rivers / rain water, (7) fuel for daily cooking is firewood / charcoal / kerosene, (8) only consumes meat / milk / chicken once a week, (9) only buys one set of new clothes a year, (10) only able to eat as much as one / two times a day, (11) unable to pay for medical expenses at the health center / polyclinic, (12) sources of income for household heads are: farmers with an area of 500m², farm laborers, fishermen, construction workers, plantation laborers and or other work with income below Rp. 60 0,000 per month, (13) highest level of education for household heads: not going to school / not completing elementary school / graduating from elementary school, (14) not having savings / goods that are easy to sell with a minimum of Rp. 500,000, - such as a motorcycle for credit / non-credit , gold, livestock, motor boats, or other capital goods. RI Ministry of Social Affairs (2005), the population is said to be poor if the ability to meet food consumption only reaches 2100/23000 calories / person / day and basic needs or equivalent to Rp150,000.00-Rp175,000.00 / person / month. The poor as a group is a group that resides in a Hayati, Sudiapermana, Sardin. Children Achievement Of Underprevillage Family 132 place, an area that gets lower income when compared to the minimum needs they are supposed to meet. In the description above the researcher can conclude that poverty is usually described as a lack of income to meet basic needs or only reach 2100/23000 calories / person / day and basic needs or the equivalent of Rp150,000.00-Rp175,000.00 / person / month. Poverty here includes not only shortages of food, clothing, shelter, and health but also education. Based on the observations of researchers, many phenomena that occur in society in terms of education such as families who are materially included in the upper middle class, but there is no desire of the child to be serious in education, and vice versa. Many children who can not continue to even taste an education due to family economic factors that do not allow the child to go to school, but the child has a seriousness and a very strong motivation to realize his ideals. This researcher encountered the family X in the Korong area of Korong Teluk Belibi, Lubuk Alung District, Padang Pariaman Regency. From the results of interviews conducted by researchers, this family has a low educational background (parents did not complete primary school education), and is classified as a underprevillage family (poor), Mr. X works as a traveling fish seller using old ontel bicycles that are no longer suitable for use and Mrs. Y does not work (housewife) while there are 8 family members consisting of Mr. X, Mrs. Y and 6 children. But family X is still able to provide good education for their sons and daughters until one of them named Yudi who is the 3rd child of 6 siblings, can study at the number 1 college in Indonesia, namely at the University of Gadjah Mada (UGM) in Yogyakarta (According to the Ranking List of the Best Higher Education in Indonesia version 4 of International Colleges and Universities (4ICU) in 2019), even UGM is included in the ranking of the best universities in the world version of The Times Higher Education (THE) 2020 in the 1001+ world rankings. This is a matter of pride for the X family. From the description of the problem above, the researcher is interested in further researching about the Children Achievement of Underprevillage Family (Case of Family X in Korong Teluk Belibi, Lubuk Alung District, Padang Pariaman Regency). LITERATURE REVIEW Poerwadarmita (in Suwardi, 2009: 16) means that "Learning achievement is a result that has been achieved by someone in carrying out certain activities." According to Winkel (in Mahyuddin, 2010: 11) said that "Learning achievement is often also called an achievement index."The coastal area is a meeting area between land and sea, where the land area is still influenced by the nature of the sea. The socio-cultural coastal community is a group of people whose cultural roots were initially built on a combination of marine, beach and market-oriented maritime culture (Satria in Widodo, 2011). According to Ki Hajar Dewantara (in Ahmadi, 2004: 96) The family is a collection of several people who are bound by a derivative then understand and feel standing as an essential, essential, and will together to strengthen the joint to glorify each of its members. Djamarah (2004: 28) The family is an institution formed by the bond of marriage between a husband and wife to live together, in agreement, along with and agree, in fostering household bonds to reach a sure family in the protection and pleasure of Allah SWT. Poverty is realized as a result of interaction between various aspects, especially social and economic aspects. According to Rais (1992: 2) defines that poverty is a condition for sources Hayati, Sudiapermana, Sardin. Children Achievement Of Underprevillage Family 133 of meeting basic needs such as food, clothing, shelter, health, and basic education. Poverty is usually described as a lack of opinion to meet basic needs. METHOD This research was classified as qualitative research because the data source was in a natural setting, not manipulated, not made up, researchers as research instruments, reports in the form of descriptive, prioritizing data directly from the first hand (Yusuf, 2005: 54-59 ). The type of research the researcher undertook was a case study because the researcher had determined the focus of the study as stated in Chapter I. Although the focus of the study had been determined, this research was still classified as an effort to obtain a holistic picture (whole) in addition to the sharpened focus interact with each other, other variables related to the development of the data was examined, although not very deeply. Data source selection technique was done by using snowball sampling technique. Data collection techniques used was participant observation and interviews. Data analysis was performed using qualitative data analysis. The process was done with data reduction, data display, and verification.. RESULTS AND DISCUSSION A. Descriptions of Parents' Efforts towards Children's Education in Family X 1. Parent's Hard Work The findings of researchers in the field showed that Mr. X is a fish seller, while Mrs. X is a housewife. Due to economic constraints, Mrs. Y decided to look for a part-time job, which was to take a palm leaf shoot which was then used as a diamond nest. Mr. X and Ms. Y did various ways to meet the needs of their children, especially in terms of education. Besides working, Mr. X also acted as an educator in his family. As an educator in the family, Mr. X did very well. This was evident from the positive habits of the children. Mr. X was a good educator in his family. The success of family X in educating children was also inseparable from the parents' hard work at work. Working earnestly and achieving then accompanied by surrender to Allah SWT both for the benefit of the world and the hereafter. Many argued that the relationship between parents and child was the foundation for their relationship with others. Children treated others as their parents treat it. Not all children took this attitude, depending on the child and the problems they faced. There were two characteristics of a child, acceptable or unacceptable attitude. That was, children who can control themselves, who are stronger, more robust, although a little fragile, and temperamental, but the spirit of life is still there, fragile heresy, because indeed the attitude of parents was very influential on children, so it was highly unlikely that a child was affected if confronted with one problem. Parents were the main actors who played an important role in children's development which was explained in the form of parenting patterns. According to Steinberg, parenting had two components, namely parenting style and parenting practices. Parenting style was defined as a set of attitudes that were communicated to children where parental behavior was expressed so as to create an emotional condition Hayati, Sudiapermana, Sardin. Children Achievement Of Underprevillage Family 134 2. Parental Responsibility The findings of researchers in the field show that all the needs for his children, especially in education he solely sought from the results of selling fish, without anyone else helping. Every family member was responsible for his family, but responsibilities also constituted welfare, safety, education and life. The context was the responsibility of parents in education, then parents were the first and foremost educators in the family. For children, parents were a model that should be emulated. As a model, parents should provide the best examples for children in the family (Bahri Djamarah, 2004: 29). Based on the explanation above, it can be understood that the hard work and responsibilities of parents were so influential on the child's developmental conditions, including their achievements. If the child was in a proper care, then the child would be assisted in the process of maturation of cognitive development, and affection. B. Methods of Education of Children at Home Based on the results of research that researchers got in the field, it appears that Mr X used a variety of methods in the implementation of education in his family. The method provided a large influence on learning outcomes achieved optimally. The results showed that Mr. X used four learning methods namely exemplary, habituation, story and advice methods. By using various meetodes, Mr. X had obtained the results to be achieved optimally. According to the Big Indonesian Dictionary (Depdikbud: 1999) "The method is a systematic way of working to facilitate the implementation of an activity to achieve the specified goals". Besides the method is also a well-organized way to achieve a purpose. Sanjaya (2008) stated that "the method is a way in achieving something". Learning methods was interpreted as a method used to implement plans that have been prepared in the form of real and practical activities to achieve learning objectives. Hermawan, et al (2008) said that "the learning method is a way of presenting (breaking down material, giving examples, and giving training) the contents of the lesson to students to achieve certain goals". Not every learning method was suitable for use in achieving certain learning goals. From the description above, it can be concluded that the learning method is a method used by someone to achieve the intended purpose or objectives used. Learning methods used in learning implementation lessons should vary. A good method help the implementation of good activities. In order to achieve the learning goals set previously, various learning methods are needed. The more methods used in implementing learning, the learning objectives to be achieved would be more leverage. 1. Exemplary Method In the family father and mother were educators who must be able to set an example for their children. The example they provided was able to influence children's behavior in their daily lives. The application of this method in the family such as parents gave examples to children not to lie, dressed modestly, always said politely and according to the norm, and parents must be able to give examples to help people who were being hit by difficulties. Hayati, Sudiapermana, Sardin. Children Achievement Of Underprevillage Family 135 The model method was a method that gave an action or every thing that was imitated or followed by someone from someone else who did or made it happen, so that the person being followed was called an example. Research findings in the field, Mr. X and Mrs. Y always provided positive examples in front of their children so that children of family X emulated the habits of their parents. Like always telling the truth and keeping promises, closing genitalia for those who had been baligh, imitating positive habits adopted by their parents such as eating, not talking, not standing, etc., saying politely to everyone, especially to both parents and helping people who were being overwritten by difficulties. According Nabawi (1993: 215) in the educational process meant that every educator must be able to set an example for their students. With this example students were expected to emulate and imitate everything that was good, in terms of the words and actions of educators. 2. Habituation Method In the family habituation method was usually applied in terms of practicing worship. Children were taught how to worship since childhood. For example praying and fasting. This was done continuously by the child so that it became a habit until adulthood. Etymologically habituation came from ordinary words. In the Big Indonesian Dictionary, the usual meaning was common or as common as before, it was a matter that could be separated from everyday life. Mr. X used the habituation method in activities that he always did outside the home. Mr. X accustomed his children to do positive things, such as praying in congregation and reading the Qur'an. The habituation method was interpreted as a way that was done to get children to think and act according to the prevailing religion and norms. Abdullah (1992: 160) conveyed Imam Alghazali's Admonition "A child is entrusted to his parents, his heart is very clean like a pearl, if accustomed and taught a virtue, then he will grow up still doing such goodness, so he will get the happiness of the world and the hereafter." 3. Story Method Mr. X is a father who prioritized the time to gather with his family. Mr. X used the gathering time to tell stories, joke or exchange ideas with his wife and children. The story method was used by Mr. X when he was gathering with his family at home. Mr. X told me a variety of things that he knew both information that he got through television, when wirid was told, or from other media. In addition, Mr. X also often told the story of the Prophet and Apostles and friends in ancient times. The story method was a way of conveying material by telling chronologically about how things happened, whether reality or just engineering. In a family the method of storytelling was often used by parents to share experiences with their children. It was intended that children took something positive from the things they had told. Children were also allowed to ask if there was something that was not or needed to be explained again by parents as educators. Hayati, Sudiapermana, Sardin. Children Achievement Of Underprevillage Family 136 4. Advice Method Mr. X used the method of advice in between the stories he told when gathering with family. Mr. X always gave advice to his children related to the stories he had told. So every day the children of family X always got different advice from Mr. X. The method of advice was a method that provided an explanation of the truth and goodness with the aimed of avoiding the person being counseled from danger and showing the way to bring happiness and benefit. In realizing interactions between educators and students, advice was a way of educating those who were able to rely on very soft and soft language, both verbally and in writing. Advice was very big influence on children; advice in the learning process was very effective for creating educational interactions. Advice was very influential for the psychological child if it can be delivered properly. Parents as the main educators in the family were very able to apply this method. Parents gave advice based on life experience and based on logic. Parents were able to convey advice in a good way, so that children received it well, without showing an attitude of rebellion. So it can be concluded that the learning method used by Mr. X in the implementation of education in the family was an exemplary method, habituation, stories and advice. By using such varied methods, Mr. X had succeeded in carrying out education in his family as evidenced by the change in the attitudes and bad behavior of Mr. X's wife and children in a much better direction than before. C. Habits of Children in Learning at Home The research findings showed that each of Mr. X and Mrs. Y's children certainly had different study habits. Habit is a way of acting that is obtained through repeated learning, which in turn becomes settled and is automatic. Various research results indicated that learning outcomes had a positive correlation with study habits. From the results of observations and observations made by researchers of children of family X, it can be concluded that children of family X were children who exceled in their respective schools. With the learning outcomes obtained by children of family X showed that the learning habits that they did were habits that were permanent and automatic, so that the results they got were in accordance with the effort that they did. Various research results showed that learning outcomes had a positive correlation with study habits or study habits. Habit was a way of acting that was obtained through repeated learning, which in turn became settled and was automatic. Learning habits were interpreted as a way or technique that settles on a person at a certain time, such as when receiving lessons, reading books, doing assignments, and setting the time to complete activities. In Djaali (2006: 128) Learning habits were divided into two parts, namely Delay Avoidan (DA), and Work Methods (WM). DA showed the timeliness of completing academic assignments, avoided the things that allowed the completion of tasks, and removed stimuli that interfered with concentration in learning. The WM refered to the use of effective learning methods (procedures) and efficiency in working on academic assignments and learning skills. Hayati, Sudiapermana, Sardin. Children Achievement Of Underprevillage Family 137 According to Mappiare in Djaali (2006: 128), learning habits tended to master student behavior every time they did learning activities. The reason was because habits contained strong motivation. In general, every person acted on the basis of force of habit even though he knew that there were other ways that might be more profitable. This was caused by habit as an easy way and did not require great concentration and attention. Suryabrata in Djaali (2006: 129) formulating an efficient way of learning was with the smallest effort to provide maximum results for the development of individual learning. Regarding efficient learning, it did not guarantee success in learning. Most importantly, students practice it in daily learning, so that it gradually became a habit, both inside and outside the classroom. CONCLUSION Based on the results of research and discussion, conclusions can be drawn as follows: 1. Mr. X and Mrs. Y did various ways so that their children still got a good education despite the economic conditions were mediocre, such as by selling fried foods, to make a diamond nest and by selling fish, and without anyone else helped. 2. In the application of the exemplary method, Mr. X and Mrs. Y always provided positive examples in front of their children so that the children of family X emulated the habits of their parents. In addition, Mr. X also always accustomed his children to do positive things, such as praying in congregation and reading the Koran. And in the story method Mr. X was used when gathering with his family at home by sharing various information he knew. While the advice method used by Mr. X was in between the stories he told when gathering with his family. 3. Children of family X were children who exceled in their respective schools. With the learning outcomes obtained by children of family X showed that the learning habits that they did were habits that were permanent and automatic, so that the results they got were in accordance with the effort that they did. REFERENCES Abdullah, M. Yatimin. 1992. Studi Akhlak dalam Perspektif Islam. Jakarta: Gramedia. Ahmadi, Abu. 2004. Sosiologi Pendidikan. Jakarta: Rineka Cipta. Departemen Sosial RI. 2005. Petunjuk Pelaksanaan Pelayanan Sosial. Jakarta: Departemen Sosial RI. Djaali. 2006. Psikologi Pendidikan. Jakarta: PT Bumi Aksara. Djamarah, Syaiful Bahri. 2004. Pola Komunikasi Orang Tua dan Anak dalam Keluarga. Jakarta: Rineka Cipta. Mahyuddin. 2010. Prestasi Belajar Siswa. Jakarta: Penebar Swadaya. Nabawi, Hadani. 1993. Pendidikan Islam. Surabaya: Al-ikhlas. Rais, Amin. 1995. 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