Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 62 THE ROLE OF ADMINISTRATION MEETING TO INCREASE FAMILY ABILITY TO IMPROVE CHILDREN'S QUALITY (Study of Analysis on Families of Beneficiaries of the Family Hope Program in Bandung City) Darwadi IKIP SILIWANGImasdarwadi@gmail.com ABSTRACTThe problem in this study is the extent to which the quality of the children ofthe Family Hope Program (KPM) Family Hope Program (PKH) after theparents, especially the mother, received assistance at PKH, known as theAssistance of Family Capacity Building Meeting (P2K2). This study uses aqualitative method with a descriptive approach. Based on the results of thestudy, the P2K2 mentoring program run by PPKH Bandung which began in2017 has been able to improve the quality of children in the form ofincreasing numbers of children who are absent from school more than 85%and toddlers or pregnant women who do not routinely assess their health atthe service health facilities between 478% -687% from before theimplementation of P2K2 counterpart program in 2016. Even so, the numberof school drop out (DO) children and malnourished children also experienceda significant decline, from 48 children who DO in 2016 to 17 children in theyear 2017, while children with malnutrition 0 (none) both in 2016 and 2017.Even so, the process of P2K2 Assistance will run less optimally during 2017as the average number of implementation is 62%, the presence of KPMfollows P2K2 assistance 79%, and the delivered curriculum is only about61%. Thus the P2K2 mentoring program needs to continue to be developedbecause the results are good and to further maximize the implementationprocess. Keywords : Family Hope Program, P2K2 Assistance, and Child Quality INTRODUCTIONThe quality of children is a reflection of the quality of world nations and civilizations.This is inseparable from the necessity that children today are leaders of the nation andheirs of civilization in the future. BJ. Habibie (Antara News; 2016) reveals that thefuture of a nation is determined by the quality of human resources (HR), not fromnatural resources that tend to fluctuate in value. Therefore, a nation and civilization thatwants to advance is very important to pay attention to the quality of their childrenThe Republic of Indonesia Social Affairs Team (2015, 122) suggested that the indicatorsof quality of human resources (Children) can be seen from: (1) Declining malnutrition Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 63 status for children under five (2) Increasing consumption of energy and protein foodsfor children, (3) Increasing average length child school, (4) Increasing the averagenumber of children's school participation, and (5) Decreasing the number of workinghours of children or the absence of working children. Thus, it is necessary for theIndonesian people to improve access and quality of health services and education forchildren.Facts on the ground based on data from the survey of the Ministry of Health of theRepublic of Indonesia, in 2015 of 165,000 children under five (under five years) in 496cities/ regencies in Indonesia, the results were 3.8% (6,270) children under fiveexperienced malnutrition and 14,9 % (24,858) lack nutrition. Even from 496cities/regencies as many as 404 cities/regencies are declared to have acute-chronicnutritional problems, and 20 cities/regencies have chronic status. In the educationsector, based on Unicef's data in 2015 it was stated that 2.5 million Indonesian childrendropped out of school, with 600,000 elementary schools (SD) children and 1.9 millionjunior high schools (SMP) children. Statistical data revealed by Unicef (Bisnis.com 2015)shows that there are certain groups of children who are most affected by highmalnutrition and high dropout rates are mostly from poor families. It was also revealedthat children from poor families had the possibility of dropping out 4 times more thanthose from poor families. For geographical statistics, the school dropout rate forelementary school children is 3: 1 compared to urban areas.Indonesia as a developing country cannot be separated from poverty. Based on therelease of the Central Statistics Agency (BPS) as of July 2017, the number of Indonesianscategorized as poor (a population with per capita expenditure per month below thepoverty line) as of March 2017 reached 27.77 million people or around 10.64% of thetotal population of Indonesia. The impact of poverty is the limited access for the poor toget good health and education services. This is not only due to the inability of the poorin the material aspects of accessing health and education facilities, but also the poorawareness of the importance of health and education for their children in the future.Therefore, it is necessary to provide assistance programs for the poor who can provideenlightenment, knowledge, and skills to be able to improve the quality of their lives andtheir families as part of a program for poverty alleviation.The Indonesian government issued a Family Hope Program (PKH) as a governmenteffort to accelerate poverty reduction in the form of a Conditional Cash Assistance(BTB) program for Very Poor Families (KSM) determined based on an IntegratedDatabase (BDT) with accompanying assistance and guidance for beneficiaries [RIDepartment of Social Team (2015, 30)]. In the international world, this program knownas the Conditional Cash Transfer (CCT) has proven to be quite successful in tacklingpoverty faced in these countries, including the problem of chronic poverty.PKH target participants or PKH Beneficiary Families (KPM) are Very Poor Families(KSM) based on the UDB, who is recorded as having family members with healthcomponent requirements [RI Ministry of Social Affairs Team (2015, 31-32)]: (1)Pregnant women and or childbirth, (2) Under-five-year-old children (toddlers), and (3) Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 64 pre-school children (Apras), and educational component requirements: (1) elementaryschool children (SD) / equivalent, (2) secondary school children First (junior highschool) / equivalent, and (3) high school (high school) / equivalent children. The finalgoal in PKH is to help break the poverty chain through efforts to improve the quality ofhuman resources from the children of PKH KPM. Therefore, in PKH besides PKH KPMget material social assistance, also get coaching, education, and training to make qualityPKH KPM through PKH mentoring program which is technically facilitated by PKHFacilitators.The PKH program and PKH assistance have started since 2007, to date. In the city ofBandung itself, the PKH program and PKH assistance have been effective since 2014,with increasing membership. During the 2014-2016 period, there were poorlycategorized children's quality data based on indicators of absenteeism at least 85% ofeffective days and regular attendance at health facilities every month for toddlers. Table 1. Child Quality Data PKH KPM is categorized as low in 2014-2016 Kualitas Anak rendah Jumlah Total Anak Kualitas Anak rendah Jumlah Total Anak Kualitas Anak rendah Jumlah Total Anak Kualitas Anak rendah Jumlah Total Anak 2014 424 10754 391 10711 389 10689 378 10279 2015 325 10166 307 10157 211 10151 167 10142 2016 316 9871 284 9816 110 9799 104 9753 Tahun Tahap I Tahap II Tahap III Tahap IV In 2017, simultaneously nationally, it was introduced and implemented an integrated,systematic and organized PKH mentoring program, which was labeled Assistance forFamily Ability Meeting (P2K2) or also known as Family Development Session (FDS). TheRI Department of Social Team (2015, 44), stated that P2K2 is a structured learningprocess to strengthen behavior changes in KPM. In P2K2 mentoring there is a specialmodule on family care, education, health, economy and child protection compiled by theMinistry of Social Affairs, Bappenas, TNP2K, the World Bank and Unicef. THEORETICAL REVIEW The concept of povertyUstama (2009, 2) in his journal quoting Alhumani (2006) which defines poverty is nolonger just an income discrepancy but more complex regarding incapability, lack ofknowledge and skills and lack of access on capital and resources (scarcity of capital andresources). So that further Ustama (2009, 3) quotes or Human Capability in Sen (2000)suggests that the basic element of human capability is education that plays a central rolein overcoming the problem of poverty. The concept of Social AssistanceAccording to Suharto (2014, 94), social assistance is defined as a dynamic interactionbetween the poor and social workers to jointly face challenges such as: (1) designingprograms for improving socio-economic life, (2) mobilizing local resources, (3) solving Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 65 social problems, creating or opening access to fulfillment of needs; and (5) cooperatingwith various parties relevant to the context of community empowerment. The concept of Mentoring Family Ability Meeting (P2K2)The RI Department of Social Team (2015, 44), stated that P2K2 is a structured learningprocess to strengthen behavior changes in KPM. Coombs (1973) in Marzuki (2011, 103)argues that community development or community development is one of the formatsof education outside of school. P2K2 assistance is part of community empowermentefforts, therefore P2K2 assistance is part of the implementation of education outside ofschool. The concept of quality of childrenAccording to the term in the Big Indonesian Dictionary (W.S. Poerwadarminta, 1985;603), the word quality means quality, namely the level of good and bad things. While theunderstanding of children (W.S. Poerwadarminta, 1985, 125), is interpreted by humanswho are still small or humans who are immature. The Republic of Indonesia SocialAffairs Team (2015, 121) defines that the quality of children is a qualifying condition forchildren who have healthy physical and educated (educated) thoughts and gain alivelihood and proper treatment as an effort to achieve future goals.The RI Department of Social Team (2015, 122) formulated the child quality indicatorsseen from:(1) Poor nutritional status for children under five(2) Increase consumption of energy and protein foods for children,(3) Increasing average length of schooling for children,(4) Increasing the average number of children's school participation, and(5) Reduced number of working hours for children or the absence of working children METHODThis study uses a qualitative approach with descriptive methods. Qualitative researchmethods, according to Moleong (2016, 6), our research that intends to understand thephenomenon of what is experienced by the subject of research such as behavior,motivation, perception and so forth holistically and in a description in the form of wordsand languages on a specific context natural and by utilizing various scientific methods.According to Darmawan (2016, 37), a descriptive research approach is a research thatattempts to describe the existing problem solving based on data analyzing andinterpreting case studies. Data collection techniques used are observation, interviews,and documentation studies. While data analysis techniques describe data, reduce data,display data, and draw conclusions. The source of data in this study were 8 informantsconsisting of 2 PKH coordinators, 3 PKH Facilitators, 1 PKH operator, and 3 PKH KPM Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 66 RESULTS AND DISCUSSIONThe Family Hope Program (PKH) has been nationwide since 2007, under thecoordination of the PPKH (Implementing Family Hope Program). However, thisprogram has only been running in the city of Bandung as of August 2013, under thecoordination of the Bandung City PPKH, with the secretariat office on Jl. CipamokolanNo. 40 Bandung City. PPKH Bandung City itself, as PPKH in the City. Other regencies inIndonesia, as of 2017 are sub-technical implementers of poverty reduction in the Officeof Social and Poverty Reduction in Bandung.In its implementation, Bandung City PPKH was assisted by the existence of PPKH ineach District. The PPKH at the Sub-District Level was formed in each sub-district withPKH participants. The PPKH Subdistrict is the spearhead of PKH because theimplementers are directly in touch with PKH participants. In this District PPKHassignment or placement for each PKH Companion. The duties and responsibilities ofthe PKH or PPKH Subdistrict Facilitators, in general, are to carry out mentoring tasks toPKH KPM in the District concerned.At the beginning of the PKH program in 2013, from 30 sub-districts in Bandung, the newPKH program was held in 22 sub-districts with 52 PKH facilitators and 3 PKH operators.Only in 2016, all sub-districts (30 sub-districts) in Bandung City have PKH programs.A. Mentoring Process Family Ability Improvement Meeting (P2K2) to Improve theQuality of ChildrenP2K2 mentoring process in 2017 in the city of Bandung, can be viewed from 4 (four)aspects, (1) HR involved in P2K2 mentoring, (2) methods, (3) curriculum, and (4)progress in the development of P2K2 mentoring A.1. HR involved in P2K2 AssistanceThe human resources involved in P2K2 mentoring during 2017 consisted of (1)Companion, as many as 84 people, (2) PKH Coordinator for Bandung City, 1 person, and(3) Operators, as many as 7 people. Whereas the new PKH Supervisor was assigned in2018 because there was only recruitment in late 2017. Although in P2K2 Assistance in2017 there were 84 facilitators who did, because in this study using the control groupmodel to compare children's quality achievements after P2K2 Assistance in 2017 withthe presence of P2K2 mentoring in 2016, the data was used, processed and analyzedand concluded in this study was P2K2 mentoring data from PKH facilitators who hadbeen PKH facilitators in 2016 and carried out P2K2 mentoring in 2017. A.2. P2K2 Mentoring MethodThe method used in P2K2 mentoring in 2017 is as follows:a. The facilitator grouped the assisted KPM into groups, totaling 10-30 KPM in eachgroup. The division of this group is based on the proximity of the domicile to the KPM'sresidence so as to facilitate coordination and efficiency. So that 1 group usually containsthe same 1 RW (Rukun Warga). Each group of KPM was appointed 1 group leader. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 67 b. The agenda held in P2K2 mentoring is as follows:(1) Opening• PKH facilitators open the event and record attendance of PKH participants or KPMattendance attendance• Companion presents the theme or material of P2K2 Education in this session and alsoconveys the purpose of the material• Doing ice-breaking to create a fluid atmosphere or make participants comfortable withthe P2K2 mentoring atmosphere(2) Submission of Material. In this material disarmament, the method used 80% is apresentation or lecture from the speaker, with the material according to the scheduledcurriculum. The rest of the material is interspersed with discussions, simulations, role-plays and case studies(3) Sharing Session (discussion). This session is filled with question and answeractivities or provides responses to the material that has been submitted and sharesexperiences that are appropriate to the material.(4) Information on complementary agendas, namely information in the form ofimportant PKH agendas that need to be conveyed or disseminated by PKH Assistants toKPM, such as data collection on KPM data needs, cross-check receipt of PKH assistance.This agenda often dominates P2K2 assistance. There are even a number of facilitatorswho fill P2K2 Assistance often prioritizing this activity compared to the delivery ofmaterial according to the curriculum because if there is a deadline for data collectionthen the facilitator prioritizes this work settlement.(5) Closing. The closing of the event was done by a companion by giving motivation tothe PKH KPM and reminding P2K2 mentoring schedule the following month. Somegroups ended the session with a shared meal agenda. A.3. P2K2 mentoring curriculumThe implementation of P2K2 Assistance in 2017 at the PPKH of Bandung City appliesthe curriculum set by the Central PPKH. Table 2. Implementation of P2K2 Mentoring Module Delivery in the implementation of Bandung City P2K2 PPKH Assistance in 2017 Modul ImplementasiA. Modul Pendidikan  Sesi 1 - Menjadi orang tua yang lebih baik  Sesi 2 - Memahami perilaku anak  Sesi 3 - Memahami cara anak usia dinibelajar  Sesi 4 - Membantu anak sukses di sekolah Modul ini 100%terimplementasikan, baikterimplementasikan 100%dalam jumlah pendampingyang menyampaikan,maupun 100% materi puntersampaikan Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 68 Modul ImplementasiB. Modul Ekonomi  Sesi 5 – Mengelola keuangan keluarga  Sesi 6 – Cermat meminjam dan menabung  Sesi 7 – Memulai Usaha Modul ini disampaikansebanyak 80% dalampendampingan PKH dari totalpendamping yang melakukanPendampingan P2K2C. Modul Kesehatan  Sesi 8 – 1000 (seribu) hari pertamaKehidupan  Sesi 9 – Anak dan Balita  Sesi 10 – Higinitas, sanitasi dan penyakit Modul ini disampaikansebanyak 20% dalampendampingan PKH dari totalpendamping yang melakukanPendampingan P2K2D. Modul Perlidungan Anak  Sesi 11 - Pencegahan kekerasan terhadapanak  Sesi 12 – Pencegahan Penelantaran &eksploitasi anak Modul ini disampaikansebanyak 50% dalampendampingan PKH dari totalpendamping yang melakukanPendampingan P2K2E. Modul Perlindungan Penyandang Disabilitas  Sesi 13 – Perlindungan PenyandangDisabilitas Modul ini tidak tesampaikandalam Pendampingan P2K2tahun 2017 F. Modul Kesejahteraan Lanjut Usia  Sesi 14 – Kesejahteraan Lansia Modul ini tidak tesampaikandalam Pendampingan P2K2tahun 2017 Source: P2K2 Assistance Report on the Companion Monthly ReportThe number of modules that have not been delivered is due to several factors, forexample: (1) P2K2 assistance itself does not work, (2) Companion prioritizes materialthat he can understand to be delivered, and (3) Companion fills the P2K2 mentoringagenda not with material according to the available curriculum, for example, preferringto fill in with data retrieval to meet work deadlines related to data. A.4. The progress of P2K2 Assistance ImplementationThe concept of grouping P2K2 mentoring in 1 group consisting of 10-30 people PKHKPM is the concept of learning effectiveness as well as time efficiency. Effectiveness isderived from the dynamics of group learning. While the efficiency of time can be seen,for example, the average PKH facilitator in Bandung City accompanies PKH KPMbetween 150 - 300 people, then a maximum of 1 PKH companion has 10 P2K2mentoring groups. So, if done optimally, with 1 day 1 group conducted by PKHfacilitators in P2K2 mentoring activities, it only takes 10 days from 1 month (20 days ofactive work) for PKH facilitators to provide P2K2 assistance. However, in reality, themajority of PKH facilitators did not fully assist P2K2, which is only 62% or 7 sessionsout of 12 sessions a year. Likewise, PKH KPM, who participated in P2K2 mentoring was79%. The lack of implementation is due to the lack of an organized planning, control andevaluation role in P2K2 mentoring, where this role should be carried out by PKH Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 69 Supervisors who are specifically tasked with the success of P2K2 mentoring, in whichPKH supervisors are not yet available. B. Assistance Role of Family Ability Improvement Meeting (P2K2) to Improve the Quality of ChildrenTo find out the role of P2K2 Mentoring to improve the quality of children PKH KPM asindicated by the indicators formulated by the Ministry of Social Affairs above, a controlgroup technique was carried out, namely comparing the quality data of children beforetheir parents (KPM PKH) received P2K2 Assistance program in 2016 with data after getP2K2 Assistance program in 2017. The data analyzed is the final data closing data paidfor the distribution of PKH assistance per triwulan in 2016 and 2017. From the data itwill be known, if there is a reduction in assistance to PKH KPM, it is certain that KPM'schildren are not committed PKH to check routine every month to health facilities if thechild is under five, or even the level of attendance at school is less than 85% of alleffective days of learning every 1 month for elementary, middle and high schoolchildren. Table 3. Number of PKH KPM Commitments in Bandung City PPKH 2016-2017Data Bayar 2016 (Sebelum adaPendampingan P2K2) Data Bayar 2017 (Setelahada Pendampingan P2K2) PersentasePenurunanTidakKomitmenTahap / TriWulan Jumlah TidakKomitmen Tahap /Tri Wulan Jumlah TidakKomitmenTahap I 316 KPM Tahap I 46 KPM 687%Tahap II 284 KPM Tahap II 37 KPM 768%Tahap III 110 KPM Tahap III 23 KPM 478%Tahap IV 104 KPM Tahap IV 18 KPM 577% Source: Pay data every stage (tri-quarter) in 2016 and 2017 Table 4. Child Nutrition Data and Drop Out of PKH KPM Children's School Year 2016-2017 Tahun 2016 2017Gizi Buruk 0 0Drop Out Sekolah 48 14 Source: updating PKH KPM data for 2016 and 2017The data above shows the significance of the decline in the number of PKH KPM's non-commitment as well as an indication of the quality of PKH KPM's children that increasedafter KPM received P2K2 Assistance. The conclusion will be the role of P2K2 mentoringin improving the quality of children PKH KPM in line with the following concepts:a. The concept of the role of education in improving the quality of resources (humancapital) put forward by Sachs (2005, 245-265) in Ustama (2009, 4-5), combined with Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 70 the concept of Coombs (1973) in Marzuki (2011, 103) that development or Socialassistance is part of the implementation of education outside of school, which bySantoso (1983) in Marzuki (2011, 105) is defined as educational activities carried out inan organized, planned way outside the formal school system, aimed at individuals /groups in the community to improve quality his life. P2K2 assistance in line with a non-school education based on this definition is there in the process and goals of educationthat seeks to improve the quality of life of the poor to be empowered through the role ofnon-formal education in schools organized by learning systems, methods andcurriculum.b. The concept of social assistance in social welfare theories, for example what wasstated by Suharto (2014, 95) that social assistance plays a role in empowering orstrengthening community capacity (capacity building) related to the function ofeducation and training, in which social assistance becomes a vehicle for exchangingideas a companion with the knowledge and experience of the people he accompanies toraise public awareness in improving the quality of themselves and their families. Theskills possessed by PKH KPM with the means of social assistance in the field of familymanagement, education, health, economy, and so on, are embodied in the quality ofchildren of PKH KPM.c. The concept of the scheme of roles and assistance functions compiled by the Ministryof Social Affairs (2017, 14) as a continuous learning process for PKH KPM with the aimof family independence in an effort to improve the quality of life, making PKH KPM whoattend P2K2 mentoring increasingly motivated to encourage their children to attendschool and deliver their children to health care facilities. They increasingly believe thatwhen their children are smart thanks to diligent schooling and their children arehealthy thanks to routine health checks, their children's hopes of life are better thantheir condition becomes bigger. C. Driving Factors and Inhibiting the Role of the Mentoring Process Family Ability Meeting (P2K2) to Improve the Quality of ChildrenThe factors considered to be driving the success of P2K2 mentoring in improving thequality of children PKH KPM in 2017 are as follows:a. Optimizing the implementation of P2K2 Assistance. With the optimal P2K2 assistance,the process of transferring knowledge, skills, and inspiration to PKH KPM was created.For the creation of this optional P2K2 assistance, it is needed:(1) The motivation of companion and KPM PKH in organizing P2K2 assistance(2) The willingness of PKH KPM to attend P2K2 assistance(3) P2K2 assistance implements the curriculum that has been prepared because thiscurriculum is the spirit of learning that is in P2K2 mentoring.(4) Continuous planning, monitoring, and evaluation of P2K2 mentoring process Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 71 b. PKH KPM is committed to its obligations as a PKH participant, namely the obligationin the field of health to check pregnancy and toddlers regularly to health facilities, andobligations in the field of education by encouraging the attendance of children at least85% of effective days of learning in school, which is actually an obligation this is in linewith the achievement of child quality indicators from PKH KPM.c. Complementary programs for PKH KPM such as BPNT (Non-Cash Food Aid), KIP(Smart Indonesia Card) and KIS (Healthy Indonesia Card), also encourage PKH KPM toaccess education facilities and health facilities that are useful in improving the quality ofchildren from PKH KPM.While the inhibiting factor of the P2K2 mentoring role to improve the quality of childrenPKH KPM is the opposite of the driving points above that are not fulfilled or violated byPPKH, Companion, and PKH KPM. CONCLUSIONOverall, the results of the study can be summarized as follows:a. P2K2 mentoring began running in Bandung City PPKH in 2017. In this initial phasethe mentoring process has been running optimally following the procedures andguidelines available, although the numbers are still in the middle range, ie implementedat 62%, achievement of materials according to the curriculum in numbers 61%. Theabsence of PKH supervisors specifically held to oversee P2K2 Assistance is quitesignificant in influencing the optimization of the P2K2 mentoring process.b. The role of P2K2 mentoring is very significant to improve the quality of children ofPKH KPM. This is marked by the drastic increase in the number of KPM childparticipation in education and health facilitiesc. Commitment to optimizing the implementation of P2K2 Assistance believed to be themain factor driving the success of P2K2 mentoring role to improve the quality ofchildren. BIBLIOGRAPHYDarmawan, Deni (2016). Quantitative Research Methods. Bandung. PT. TeenRosdakarya.Marzuki, H.M. Pious. (2012). 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