Journal of Education, Teaching and Learning

Volume 4 Number 1 March 2019. Page 1-13

p-ISSN: 2477-5924 e-ISSN: 2477-4878

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The Participation of Society and Students’ Parents in Education

Organizing at State 2 Sekayam Senior High School

Heri Priyanto
1)

, Aunnurahman
2)

, Aswandi
3)

1)
Universitas Tanjungpura, Pontianak, Indonesia

E-mail:heripriyanto.pay@gmail.com

2)
Universitas Tanjungpura, Pontianak, Indonesia

E-mail: aunuruntan@gmail.com

Universitas Tanjungpura, Pontianak, Indonesia
E-mail: aswandiwk@yahoo.com

Abstract. The importance of community and students’ parents participation should be a serious concern for schools

because without the support of participation from relevant parties (stakeholders), the quality and objectives of education

as desired by all parties will not be easy to realize properly. This research is qualitative research with the type of case

study. In this study, a number of data collection techniques will be used, namely participant observation techniques

(participant observations), in-depth interviews, and documentation studies. Based on the research that has been done, the

following results are obtained (1) School work program to encourage community and students’ parents participation in

the implementation of education in Sekayam 2 High School; (2) The forms of community and students’ parents

participation in the implementation of education in Sekayam 2 High School are physical and non-physical; (3) The

supporting factors for community and students’ parents participation in the implementation of education at Sekayam 2

High School, is the existence of a forum or access to participation, the willingness and ability, hopes of obtaining good

and quality education, trust in schools, and positive response from the school; (4) The inhibiting factors of community

and students’ parents participation in administering education at State 2 Sekayam Senior High School, are places of

residence that are far from school, the economic level is still relatively low, the view that education is the responsibility

of the school, the socialization of work programs is not optimal school, and busyness of parents with their work; and (5)

The level of community and students’ parents participation in the implementation of education at Sekayam 2 High

School, classified as low or passive.

Keywords: Participation; Education Implementation

I. INTRODUCTION

Education is a shared responsibility,

between the government, the private sector / business

world, the community, parents, professional

organizations, Non-Governmental Organizations

(NGOs / NGOs), and other relevant parties

(education stakeholders). Schools as formal

education institutions will experience obstacles in

trying to provide quality education for students if

they do not get support from the education

stakeholders themselves. This can be understood

because the school in carrying out the

implementation of education, of course, faced with

various problems, on the one hand, the school has

limited ability to be able to overcome any problems it

faces, on the other hand, the community and

students’ parents demand service quality education.

The quality of the performance of

implementing education in schools is strongly

influenced by the participation of stakeholders in

education itself. Stakeholder participation is

contained in the National Education System Law No.

20 of 2003 article 54 paragraph (1) that "the

participation of the community in education includes

the participation of individuals, groups, families,

professional organizations, entrepreneurs, and

community organizations in the implementation and

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Journal of Education, Teaching and Learning

Volume 4 Number 1 March 2019. Page 1-13

p-ISSN: 2477-5924 e-ISSN: 2477-8478

quality control of education services." The

presentation provides confirmation that the

community and students’ parents are part of

education stakeholders that cannot be separated from

the implementation of education in schools.

The expected participation of the

community and students’ parents here can be realized

in various forms, but in general, the form of

participation can be grouped into two forms, namely

physical and non-physical. Physical participation can

be in the form of funds, materials, and tools or

equipment needed in the learning process. Whereas

non-physical participation can take the form of

criticism and suggestions, supervision of children in

learning, creating a good learning culture. The

community and students’ parents participation in

administering education in schools are certainly not

necessarily easy to realize. This is because there are

many opportunities and challenges that should be

able to be addressed properly by the school so that

participation can run well. But in general, these

opportunities and challenges can be grouped into two

factors, namely supporting factors and inhibiting

factors for participation in the implementation of

education in schools.

The driving factors of the community and

students’ parents to participate in the implementation

of education in schools include the existence of trust,

willingness, opportunity, and abilities possessed by

the community and students’ parents to assist the

school in overcoming the problems experienced in

the implementation of education . While the factors

that can hinder the emergence of community and

students’ parents participation in the implementation

of education, among them can be in the form of

apathy, distrust, negative responses obtained,

education level, economic level, and geographical

conditions. From this statement, the school, in this

case, must be able to address or get around so that the

inhibiting factors can be minimized so that active

participation is expected to be realized as it should.

The importance of community and students’

parents participation should be a serious concern for

schools because, without the support of participation

from relevant parties (stakeholders), the quality and

objectives of education as desired by all parties will

not be easy to realize properly. However, if we look

at the reality in the field, there are still many people

and students’ parents who have not realized the

importance of their role in supporting efforts to

improve the quality of education. This condition is

generally more prevalent in areas that are still not

fully touched by development with the people whose

education and economic levels are still relatively low.

This is in accordance with the opinion that "in

developing countries, most families cannot be

expected to help and direct student learning more, so

students in developing countries spend less time

learning. This is because many people / students’

parents do not understand the fundamental meaning

of their role in children's education "(Hoyneman and

Loxley in Rodliyah, 2013: 51-52).

The same condition is also experienced by

people in the area of Sanggau Regency, West

Kalimantan, which is directly adjacent to neighboring

countries, namely Malaysia, precisely in the

Sarawak-Malaysia area. Sanggau Regency itself has

fifteen sub-districts, and two of them are sub-districts

bordering land with Malaysia, namely Sekayam and

Entikong Districts. In contrast to Entikong

Subdistrict, Sekayam Subdistrict is relatively better,

because it has a high school level education or a

complete equivalent. Namely, there are two State

High Schools and one Private Vocational School

(SMK).

Judging from the principal data of the school

has shown that the government is currently trying to

improve education in the Sekayam District. Among

the two State High Schools in Sekayam Subdistrict,

Sekayam 2 High School has more value, namely

there is a dormitory for students built by the

government to accommodate students who live far

from school or who come from outside the Sekayam

District, and is the only state high school in Sanggau

District that has a dormitory for boarding students.

But according to the information obtained from the

Principal the concept of boarding school has not been

fully implemented in Sekayam 2 High School, this

can be observed from the construction of housing for

educators and education staff as well as student

dormitories which are still inadequate when viewed

from the amount and capacity.

Based on the explanation above, the

researcher decided to choose State 2 Sekayam Senior

High School as the place for conducting the research.

The election of Sekayam 2 High School is based on

uniqueness, which is located in the border area and is

the only high school state school in Sanggau District

that applies the concept of boarding school (though

not yet fully) in the implementation of education. The

researcher was very interested in the concept of

boarding school and participation which, according to

the author, was one of the alternative solutions to

solve the problem of education in the border area,

especially in State 2 Sekayam Senior High School.

This study wants to reveal adequate information

about school work programs that encourage

participation, forms of participation, supporting and

inhibiting factors of participation, and how the level

of community and students’ parents participation in

the implementation of education in Sekayam 2 High

School. In this case, the researcher gave the title:

"The Community and Students’ parents Participation

in Organizing Education in State 2 Sekayam Senior

High School ".

II. RESEARCH METHOD

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Volume 4 Number 1 March 2019. Page 1-13

p-ISSN: 2477-5924 e-ISSN: 2477-8478

The research method is qualitative which is

directed at the condition of natural objects. The

rationale in this study, namely to examine community

and students’ parents participation in the

implementation of education using a qualitative

approach. Qualitative research is used on the grounds

that the focus of research attention is on community

and students’ parents participation in the

implementation of education in Sekayam 2 High

School. The assessment of community and students’

parents participation in the implementation of

education requires research to draw meaning on the

aspects of participation developed. In attracting this

meaning, the researcher enters State 2 Sekayam

Senior High School (research background) and acts

as a key instrument.

This research is qualitative research, with a

type of case study. In this study, a number of data

collection techniques will be used, namely participant

observation techniques (participant observations), in-

depth interviews, and documentation studies. Emzir

(2012: 37) states that "Observation or observation

can be defined as 'focused attention' to events,

symptoms, or something." In line with the view that

states, "Focused observations are specifically aimed

at observing certain aspects of the musty ..."

(Aunurrahman, 2014: 182). The objectives of the

interview activities are those who are the subjects of

research in the Sekayam 2 High School and in the

surrounding community and students’ parents. The

documentation in this study is intended to obtain data

relating to school work programs that encourage

participation, forms of community participation,

supporting factors, inhibiting factors, and the level of

community and students’ parents participation in the

implementation of education in Sekayam 2 High

School.

III. RESULT AND DISCUSSION

A. Results
Based on the results of interviews and

observations supported by the documentation that has

been carried out in order to express community and

students’ parents participation in the implementation
of education in Sanggau 2 High School, the research

findings are presented as follows.

1. School Work Program to Encourage
Participation of Community and Students’

parents in Organizing Education in State 2

Sekayam Senior High School

Based on the analysis carried out on the

results of the study, State 2 Sekayam Senior

High School has a work program in the form of

vision, mission, objectives, RKS / RKAS, and

KTSP which are formulated based on existing

regulations and technical guidelines, taking into

account the school's potential, input, and

suggestions from all school residents to improve

the quality of education. The vision, mission,

goals, RKS / RKAS, and KTSP have been

socialized to school residents and students’

parents.

The formulation of the vision, mission,

objectives, RKS / RKAS, and KTSP involves the

principal, the teacher team, and the school

committee. Formulation of the vision, mission,

objectives, RKS / RKAS, and KTSP by

considering the potential possessed by the school

and based on regulations, provisions, and

technical instructions on national education

standards (SNP). The school work program to

encourage community and students’ parents

participation in the implementation of
education has been spelled out in the vision,

mission, objectives, RKS, and KTSP that have

been known and approved by the Head of the

West Kalimantan Province Education and

Culture Office. The vision, mission, goals,

RKS/RKAS, and KTSP that are already owned

by Sekayam 2 High School are still not fully

known and understood by the community and

students’ parents, this is due to the involvement

of the community and students’ parents in the

formulation of the school's work program has not

fully gone well. In this case, the participation

that occurs is still procedural participation and

has not touched the substance aspect of the

desired participation. On the other hand, the

socialization carried out by the school was felt to

be inadequate for the community and students’

parents.

2. The forms of Community and Students’ Parents
Participation in Organizing Education in State 2

Sekayam Senior High School

Based on the analysis carried out on the

results of the study, related to the form of

community and students’ parents participation in

the implementation of education in Sekayam 2

High School, the research findings in the form of

community and students’ parents participation in

the implementation of education already existed

or have been conducted in State 2 Sekayam

Senior High School, which is physical and non-

physical. The forms of participation are as

follows (a) Participation is physical, in the form

of funds, materials, equipment or media used in

learning at school; (b) Participation takes the

form of non-physical, in the form of criticism

and suggestions, supports school activities,

attendance at school if needed, creates a culture

of good learning, participates in supervising

student behavior, and motivates and directs

students to learn. However, the participation of

the community and parents of these students is

still small and rarely done. Participation carried

out by the community, and students’ parents

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p-ISSN: 2477-5924 e-ISSN: 2477-8478

have occurred only because of requests from the

school.

3. The Supporting Factors of Community and
Students’ Parents Participation in Organizing

Education in State 2 Sekayam Senior High

School

Based on the analysis of research results

relating to the supporting factors of community

and students’ parents participation in the

implementation of education in Sekayam 2 High

School, research findings were obtained, namely

the existence of a place or access provided by the

school, awareness and ability, hopes of obtaining

a quality education , trust in the school, and the

positive response from the school. In addition,

there were people and parents who stored

cellphone numbers and WhatsApp (WA)

principals and homerooms, also accommodated

elements of the community and students’ parents

in the management structure of the school

committee in Sekayam 2 High School.

4. The Inhibiting Factors of Community and
Students’ Parents Participation in Organizing

Education in State 2 Sekayam Senior High

School

The inhibiting factors of participation in

administering education at State 2 Sekayam

Senior High School include, among others, the

low awareness of participation, the distance of

residence far from school, the difficulty of access

to transportation and communication, and the

economic level of the community and many

parents who are low. In addition, there are still

many people, and students’ parents who think

that education is the responsibility of the

government, lack of socialization of school work

programs, and the busyness of parents with their

work can also be a limiting factor for parents'

participation in education in State 2 Sekayam

Senior High School.

These factors are strengthened by

documents in the form of student data which also

contains information about the identity and

background of the parents of the students

concerned. From the research findings as

described, it can be concluded that the factors

described above can indeed be a limiting factor

for participation in the implementation of

education in Sekayam 2 High School.

5. The level of Community and Students’ Parents
Participation in Organizing Education in State 2

Sekayam Senior High School

The research findings regarding the

level of community and students’ parents

participation in administering education at

Sekayam 2 High School are still relatively low or

passive. This is because the participation of the

community and students’ parents only occurs

because of a request from the education

institution (school). Participation that occurs is

not due to awareness and own initiative to take

responsibility for improving the quality of

education in schools. The implementation of

education is still seen as the responsibility of the

government, and the community and parents

should be entitled to obtain quality education.

B. Discussion
This discussion is based on the conclusions

of the findings and theoretical perspectives of

community and students’ parents participation in the

implementation of education in schools.

1. School Work Program to Encourage Community
and Students’ Parents Participation in

Organizing Education in Sekayam 2 High School

School work program to encourage

community and students’ parents participation in

administering educators in Sekayam 2 High

School, as follows.

a. School Vision
Based on the results of interviews,

observation and documentation show a

positive tendency that State 2 Sekayam

Senior High School has a vision, and the

school's vision is formulated by the school

principal with the formulation team and

school committee, in accordance with

regulations, provisions, and applicable

instructions. The school's vision is formulated

based on the potential and objectives of the

educator, both the objectives of the education

unit and the national education goals and by

considering input from all school citizens, the

community and students’ parents, as well as

interested parties concerned. The school's

vision has been socialized to all school

members through teacher council meetings,

to the community and students’ parents at the

opening of the new school year meetings /

meetings, through writing permanently at the

school entrance, baleho and print out the text

posted on the bulletin board or school wall

magazine.

The vision of State 2 Sekayam

Senior High School which has been

formulated, is written in the voice "Creating

quality human resources so that they are able

to face the challenges of life in the era of

globalization." If examined from this vision,

it is clear that the ideals of the school are to

produce educational output in the form of

human resources that are able to compete in

the midst of competitive global life, in this

case, competition between nations or

countries. This is in the opinion of Wahyudi

(2012: 20) which states that "Vision is a

picture of the future regarding the state of the

organization that is aspired to be an

organization that is better, innovative,

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competitive and able to change the

environment."

Based on this vision, it can be

concluded that there have been school efforts

to try to meet the needs of the community and

students’ parents in the border area, namely

increasing the quality of human resources in

order to compete with human resources in

other countries, namely Sarawak-Malaysia.

This can be understood because State 2

Sekayam Senior High School is one of the

State High Schools in the sub-district that is

directly adjacent to other countries, namely

Malaysia. So it is clear that the needs of the

community and students’ parents in Sekayam

Subdistrict are the need for human resources

that are able to compete in social relations

between nations (Indonesia-Malaysia).

School efforts to meet the needs of

the community and students’ parents are a

form of school planning to be able to

encourage community participation in the

implementation of education in State 2

Sekayam Senior High School. With the hope

that the community and students’ parents are

called to participate or participate in seeking

to improve the quality of service delivery in

school education. This is in line with the

opinion expressed by Mamusung in Aedi and

Rosalin (Teaching Education Lecturer Team

of the Indonesian Education University,

2014: 279-2280), stating that “School as a

social institution that is held and owned by

the community should be able to meet the

needs of the community and the school has a

legal and formal obligation to provide

information to the community about its

objectives, programs, needs, and

circumstances, and on the contrary the school

must know clearly what needs , the

expectations and demands of the people.

This opinion provides an

understanding that the school's vision should

be able to present that the implementation of

education actually starts from, by, and for the

benefit of the community and students’

parents themselves, which ultimately will

lead to the fulfillment of the needs of the

nation in the form of superior human

resources.

Based on the explanation above, it

can be concluded that the vision of State 2

Sekayam Senior High School has a positive

tendency to show that the vision includes

school work programs to encourage

community and students’ parents

participation in the implementation of

education in schools.

b. School Mission

Based on the results of interviews,

observation and documentation show a

positive tendency that State 2 Sekayam

Senior High School has a school mission.

The formulation of the mission is by a team

that has been determined in accordance with

the applicable regulations and technical

guidelines, based on the potential of the

school, by considering criticism, suggestions,

and input from all school members, the

community and students’ parents, and other

educational stakeholders. The school's

mission is also disseminated to all school

members through teacher council meetings,

to the community and students’ parents

through meetings or opening meetings for

new school years, writing permanently to the

left of the school entrance, baleho and print

out the text posted on the bulletin board and

school wall magazines.

As for the State 2 Sekayam Senior

High School mission, namely (1) Faithful,

devoted, moral and cultured; (2) Mastering

science and technology; (3) Having life skills

in the fields of skills, sports and art; and (4)

Mastering and communicating fluently in

English. This is in line with Mustari's opinion

(2014: 16) which states that

Missions can also be interpreted as

actions to meet the interests of each group

related to school. In the formulation of the

mission must consider the main tasks of the

school and interest groups related to the

school. In other words, the mission is a form

of service to fulfill the demands set forth in

the vision with various indicators.

In analyzing each point of the school

mission, it is clear that the school has tried to

provide services in accordance with the needs

of the community and students’ parents. The

school's mission also means that the school

also wants the community and students’

parents to participate to ensure that the

learning process of students can run well.

This is in accordance with Mustari's opinion

(2014: 154) stating that “The attitude of

children toward school will mainly be

influenced by the attitude of their parents.

This is very important, considering that lately

there have often been disrespectful actions

taken by students, while parents don't seem to

want to know, even tend to blame the school.

Parents must pay attention to their child's

school, namely by paying attention to their

experiences and respecting all their efforts.

Likewise, parents must show cooperation in

directing the way children learn at home,

motivating and guiding children in learning.

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Based on the above explanation, it

can be concluded that the mission of State 2

Sekayam Senior High School has a positive

tendency towards school efforts in

encouraging community and students’ parents

participation in the implementation of

education in schools.

c. School Objectives
The purpose of State 2 Sekayam

Senior High School is prepared by a team that

has been set based on existing regulations and

technical instructions. The formulation of

these objectives is based on the potential of

the school and of course by considering

criticism, suggestions, and input from all

school members, the community and

students’ parents, and other educational

stakeholders. The purpose of the school has

been socialized to all school members

through teacher council meetings, to the

community and students’ parents during

meetings or meetings for the opening of the

new school year, with writing neatly framed

in the living room, as well as through baleho

or printouts of pasted texts on bulletin boards

and school wall magazines.

The purpose of the school refers to

the vision and mission in the form of targets

to be achieved from the implementation of

education in schools. In addition to referring

to the vision and mission, the purpose of

education in each education unit must also

refer to national education goals. The purpose

of Sekayam State High School 2, namely (1)

Belief and devotion to God Almighty; (2)

Acting in the community as citizens of

Pancasila; (3) behave in accordance with

applicable norms and values; and (4) Having

adequate knowledge, skills and

environmental insights to live independently

and / or follow further education.

Listening to the objectives of

Sekayam State High School 2 above, it is

clear that the school's goal to be achieved has

shown the school's efforts to encourage

community participation in the

implementation of education in schools, it is

understood from the meaning contained in

each point in the school's goals. This is also

in accordance with Minister of National

Education Regulation Number 19 of 2007

concerning Education Management Standards

by the Primary and Secondary Education

Unit.

Based on the explanation, it can be

concluded that this goal has shown a positive

tendency as a school work program that can

encourage community and students’ parents

participation in the implementation of

education in Sekayam 2 High School.

d. School Work Plan (RKS / RKAS)
State 2 Sekayam Senior High School

has a School Work Plan (RKS) and School

Budget Work Plan (RKAS). In the

formulation, it is in accordance with the

applicable rules and regulations, which

involves the principal, teacher team, school

committee / students’ parents, or community

representatives who care about education.

The RKS and RKAS have been disseminated

to all school members through teacher

council meetings, to school committees,

communities and students’ parents at new

school year meetings or opening meetings,

and in the form of documents that can be

accessed at school.

Each activity in the education unit is

based on the RKS which is a detailed

elaboration of the Medium Term Work Plan

(RKJM) of the education unit which covers a

period of four years. This is in accordance

with Government Regulation Number 32 of

2013 concerning National Education

Standards. The formulation of school work

programs must certainly involve relevant

parties, in this case, education stakeholders.

Thus educational institutions (schools) can

accommodate the interests of each of the

related parties (stakeholders), here are mainly

community participation and students’

parents. This is also in accordance with the

opinion of Siagian in Rodliyah (2013: 82)

stating that "Community participation in

decision making is a process in choosing

alternatives given by all elements of society,

other social institutions."

Formulation of school work

programs, RKS / RKAS, is based on

applicable regulations, instructions and

provisions, and by considering the conditions,

potential, objectives of the education unit,

and national education goals. Although the

participation of the community and students’

parents at Sekayam 2 High School shows a

positive tendency that participation is only a

manifestation of procedural regulations and

instructions in the implementation and

management of education in schools, there

are basically school efforts to encourage

community and students’ parents

participation in implementing education in

schools. This is in accordance with the

mandate of Law No. Article 20 of 2003

mandates that "The community has the right

to participate in the planning,

implementation, supervision, and evaluation

of educational programs." However, if

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p-ISSN: 2477-5924 e-ISSN: 2477-8478

analyzed based on the results of the study

revealed a positive tendency that the

formulation of the RKS / RKAS has shown

the existence of school efforts to encourage

community and students’ parents

participation in the implementation of

education in Sekayam 2 High School. The

same view expressed by Doyle, Terry (2008:

23) states that "Participation in discussions is

a great way to learn and can be emotive,

socially, and intellectually rewarding." This

means that participation in discussion is the

best way to learn emotional, social, and

intellectual.

RKS /RKAS Sekayam 2 High

School is a list of planned activities designed

to be carried out within a certain period. This

RKS / RKAS will become a working

guideline as well as a benchmark for

performance achievement or accountability

for the implementation of performance over a

predetermined period in order to achieve the

stated objectives. The RKS / RKAS

formulations that have become school

provisions have also been socialized to the

school community through teacher council

meetings as well as to the community and

students’ parents at school meetings with

parents held at the beginning of the new

school year. This is in line with the opinion

expressed by Mamusung in Aedi and Rosalin

(Indonesian Education Education Lecturer

Lecturer Team, 2014: 279-2280), stating that

"Schools as social institutions organized and

owned by the community should be able to

meet the needs of their community and

schools legal and formal obligations to

provide information to the community about

the objectives, programs, needs and

circumstances, and vice versa the school must

know clearly what the needs, expectations,

and demands of the community are. "

Based on the explanation above, it

can be concluded that State 2 Sekayam

Senior High School has RKS/RKAS

formulated by teachers, principals, school

committees, education councils,

communities, and students’ parents, based on

laws, regulations, and provisions /existing

technical instructions. RKS / RKAS State 2

Sekayam Senior High School has a positive

tendency as a school work program that

encourages community and students’ parents

participation in implementing education in

schools.

e. Education Unit Level Curriculum (KTSP)
Based on the results of interviews,

observation and documentation show a

positive tendency that State 2 Sekayam

Senior High School has an Education Unit

Level Curriculum (KTSP). In its formulation,

it involves the principal, teacher team, school

committee / students’ parents, or community

representatives who have concern for

improving the quality of education, and by

being known and approved by the Head of

the Education and Culture Office of West

Kalimantan Province in accordance with

applicable regulations. The KTSP has been

disseminated to all school members through

teacher council meetings, to school

committees, the community and students’

parents at new school meetings or opening

meetings, and in the form of documents that

can be accessed at school.

KTSP Sekayam State 2 Sekayam

Senior High School shows a positive trend

with the presence of activities or work

programs that show the school's efforts to

encourage community and students’ parents

participation in the implementation of

education in schools, as stated in Chapter I

point 4 of the principle of developing the

State 2 Sekayam Senior High School

curriculum, precisely in point (a) which states

that "Focusing on the potential development

of the needs and interests of students and the

environment", in Chapter II in the points of

education goals, vision, mission, and

objectives of the school, and contained in

school activity planning which contains the

plan "Plenary Meeting committee (new

student OT) and meeting with parents ". To

be clearer, plans for activities or work

programs that will be carried out by the

school can be seen in the KTSP document as

attached to this study. In line with the opinion

of Sagala (2006: 165) states that "In order for

the implementation of more aspirational and

effective education it is necessary to include

the community and the community to become

the main stakeholders of the education

process. Public awareness of the quality

control of education in schools is not only

indicated by their willingness to help schools

in physical form or in the cost of assistance.

However, this concern needs to cover aspects

related to the quality of learning services. "

Based on the explanation above, related

to the work program of State 2 Sekayam Senior

High School to encourage community and

students’ parents participation in the

implementation of education, it can be concluded

that the school work program is in the form of

vision, mission, goals, RKS / RKAS, and KTSP

as has been previously described, and

educational institutions cannot just escape with

education stakeholders, especially the

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community and students’ parents. Schools

desperately need community and students’

parents participation. Therefore schools must

continue to push for such participation to work

properly. Schools must be able to innovate in

formulating work programs that can

accommodate needs and can attract the interest

of the community to be able to take part in the

implementation of education in schools.

Therefore, partnership relationships based on

common responsibilities and common goals

should be able to become a potential for relevant

parties in seeking to improve the quality of

education. This is in accordance with Mustari's

opinion (2014: 155) which states that with the

basis of similarity of responsibilities and

similarity of objectives, the cooperation between

the family and the school aims to help and

complement each other, financial and goods

assistance, and to prevent bad deeds, for example

not playing the film at the time of the lesson, and

so on.

2. The Forms of Community and Students’ Parents
Participation in Organizing Education in State 2

Sekayam Senior High School

Based on the results of interviews,

observation and documentation, it shows a

positive tendency that there has been community

and students’ parents participation in the

implementation of education in Sekayam 2 High

School, namely participation in the form of

physical and non-physical. This is in accordance

with the opinion expressed by Basrowi in

Dwiningrum (2015: 58) stating that

Community participation seen from its

form can be divided into two, namely non-

physical participation and physical participation.

Physical participation is community participation

(parents) in the form of organizing school

businesses and organizing scholarship

businesses, helping the government build

buildings for the community, and organizing

library businesses in the form of books or other

assistance. Whereas non-physical participation is

participation in determining the direction of

national education and the prevalence of public

interest to demand knowledge through education

so that the government has no difficulty directing

the people to go to school.

Community and students’ parents

participation in administering education at State

2 Sekayam Senior High School in the form of

physical participation, namely in the form of

funds, materials or building materials, equipment

or learning equipment for students, and

providing facilities and infrastructure that can

support the learning process of students. A view

that is not much different is also expressed by

Sastropoetro in Rodliyah (2013: 39-40), which

states that the form of community participation is

(a) Consultation, usually in the form of

services; (b) Spontaneous contributions in

the form of money and goods; (c)

Establishing self-supporting projects and

donors derived from donations of

individuals / institutions that are outside a

certain environment (third parties); (d)

Establish projects that are self-sufficient

and funded entirely by the community; (e)

Donations in the form of work; (f) mass

action; (g) Establish development among

independent village families; and (h)

Building autonomous community projects.

Whereas non-physical participation in

State 2 Sekayam Senior High School, has a

positive tendency in the form of criticism and

suggestions, supports and encourages students to

take part in activities carried out by the school,

the presence of the community and students’

parents at school if needed by the school (time ),

creating a culture of learning that is good in the

community and at home, participates in

supervising the behavior of students in the

community and at home, motivates and directs

students in learning, and participates in

supervising and guiding learners at home. This is

in accordance with the opinion of Rodliyah

(2013: 36-39) stating that community

participation in education that is highly expected

by schools is "(a) Supervising / guiding

children's habits at home; (b) Guiding and

supporting children's academic activities; (c)

Giving encouragement to research, discuss ideas

and / or actual events; (d) Directing children's

academic aspirations and expectations. The same

view also expressed by Dwiningrum (2015: 66-

67) states that the role of parents in forming a

conducive learning environment at home

includes

(a) Creating a culture of learning at

home; (b) Prioritizing tasks that are directly

related to learning in school; (c) Encouraging

children to be active in various activities of

school organizations, both curricular and

extracurricular; (d) Provide opportunities for

children to develop ideas, ideas, and various

activities that support learning activities; (e)

Creating a democratic situation at home to

exchange opinions and thoughts as a means of

learning and learning; (f) Understanding what

has been, is, and will be done by the school, in

developing the potential of their children; and (g)

Providing adequate learning facilities, in

accordance with the abilities of parents and

school needs.

Another positive trend that shows the

form of community and students’ parents

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participation in State 2 Sekayam Senior High

School, namely the musholla building, a set of

internet networks, 40 mattresses, books, and a set

of mini studios which are assistance from PT

ASABRI (Persero) Jakarta. The house of

worship is a chapel (small church) built from

sharing funds between the community, students’

parents and the school for the purposes of

worship for students who are Catholic and

Christian. Besides that, there are also tools for

cooking which are assistance from the

community and students’ parents to the school,

which are used by students in practicing cooking

skills at school. The condition that occurs in

Sekayam 2 High School is in accordance with

the opinion expressed, that "First, that

community participation in development is not

the mobilization of the people in development.

People's participation in development is

cooperation between the people and the

government to design, implement and finance

development "(Soetrisno in Ramaniah, 2015:

50).

In addition to positive trends, the results

of the study also indicate a negative tendency,

namely the form of community and students’

parents participation in the implementation of

education in Sekayam 2 High School is still little

or relatively rare. The form of participation that

exists or is carried out by the community and

students’ parents has occurred only because of

the encouragement in the form of requests from

the school. This condition should not occur, even

if it is not desired in participation. In other

words, it should occur because of the awareness

that these are rights, obligations, and

responsibilities, which in the end will also

contribute positively to the interests of the

community and parents of the students

themselves. This is in line with the opinion

expressed by Ife in Ramaniah (2015: 47), stating

that "... empowerment means providing people

with the resources, opportunities, knowledge,

and skill to increase their capacity to determine

their own future, and to participate in and affect

the life of their community ". With participation,

the community and students’ parents who are

expected to be able to, that they really need

education and education also need them to strive

for quality improvement.

Based on the description above, it can

be concluded that the forms of community and

students’ parents participation have occurred in

State 2 Sekayam Senior High School, in general,

the participation can be classified into physical

and non-physical forms. The participation was

carried out by the community and students’

parents because there was a request from the

school as a form of mutual responsibility in

seeking to improve the quality of education in

schools. Sekayam 2 High School, in this case,

should be able to utilize all forms of community

and parents of existing students participation to

improve the quality of education for students

further. Thus it will increase community trust in

educational institutions (schools) so that it will

have an impact on the growing awareness of the

community and students’ parents to participate in

the implementation of education in schools. The

level of trust and awareness will encourage

schools, communities, and students’ parents to

build harmonious partnerships in seeking to

improve the quality of education in schools.

3. Supporting Factors of Community and Students’
Parents Participation in Organizing Education in

State 2 Sekayam Senior High School

Supporting factors for community

participation and students’ parents in the

implementation of education at Sekayam 2

Senior High School can be seen from the

existence of a forum and access to participation,

willingness and ability, hopes of obtaining

quality education, trust in schools, and positive

responses from schools.

When viewed from the factor of the

existence of a forum and access to participation,

it is very clear that it will encourage

participation. With the container and access, the

community and students’ parents can

communicate with the school, in this case, they

can submit criticism and suggestions for the

progress of the school. This is in accordance

with the opinions of Aedi and Rosalin

(Indonesian Education University Education

Lecturer Team, 2014: 278), which states that

"The relationship between the school and the

community will produce results in the form of

cooperation, and the collaboration can be carried

out well if there is conducive communication

that leads to fulfill their needs ". Based on the

findings of the existence of the community and

students’ parents who store telephone numbers

and WhatsApp (wa) principals and one of the

teachers or homerooms of students, it is clear

that the existence of a forum and access can be a

supporting factor for participation. Thus it will

affect the desire to participate in accordance with

the abilities possessed by the community and

students’ parents, which is certainly based on the

hope of being able to obtain quality education

from the school. This is in accordance with the

opinions expressed by Rodliyah (2013: 52-54)

suggesting that as for the things that can be done

to increase parental and community participation

a. Schools must really show the sincerity of
their efforts to obtain, maintain, improve, or

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improve their image in the eyes of the

community and parents.

b. Schools involve parents and the community
in making school planning, even if parents

need to be given the authority to arrange

some school activities.

c. The school must be open.
d. Schools also need to provide information to

parents about what parents need to do in

helping to educate their children.

The above view is reaffirmed by the

opinion stating that the factors that influence

community participation are (a) Gender; (b)

Education level; (c) Income level; and (d)

Livelihoods / employment (Slamet in Rodliyah,

2013: 56-58). Through well-established

communication will have an impact on the

opportunity for the community and students’

parents to convey with what there are a desire

and hope for educational institutions (schools).

Thus the school will understand the condition of

the community and students’ parents so that the

school will respond by trying to fulfill what the

community and parents want and hope for. The

fulfillment of the wishes and expectations of the

parents of the students will ultimately encourage

the trust of the community and students’ parents

towards educational institutions (schools), which

in turn will encourage their desire to participate

in the implementation of education in schools.

This is in line with the opinions of Aedi and

Rosalin (Lecturer Team of Indonesian Education

Education Administration, 2014: 277) also states

that "The growth of community trust also implies

the insistence of the institution's needs on

developing in order to answer the challenges and

needs of society so that in turn the community

will determine the choice of which institution is

feasible to be given the trust to educate the

community of students ".

This view also affirms that in

understanding social capital needed in education

is the existence of "trust" and participation.

Therefore, participation is considered an asset, so

it needs to be developed optimally to achieve

quality objectives. Furthermore, quality

objectives can be achieved if there is

participation and "trust" from the community to

the school as a form of social capital. Another

aspect that needs to be considered in order to

increase the trustworthiness of the community

and students’ parents is the factor of

transparency and accountability, without the

support of these factors it will be difficult to gain

trust. This is in line with the views of Ratminto

and Winarsih (2006: 208) stating that

"Transparency and accountability must be

implemented in all aspects of public service

management, including policy, planning,

implementation, supervision / control, and

reports on performance results." Furthermore,

Sheldrake and Lingke in Sagala (2006: 248) state

that in the implementation of education, the

accountability movement is initially triggered by

two interests that need to be considered "First, it

involves the accountability of the use of budget

costs invested in the implementation of

education. While the second concerns the even

distribution of education for the occupation of a

country. Thus, it is clear that the demands of the

community for education accountability that deal

with quality and relevance remain concerned

about efficiency and equity. "

4. The Inhibiting Factors Community and Students’
Parents Participation in Organizing Education in

State 2 Sekayam Senior High School

Based on the results of interviews and

documentation shows a positive tendency that

there are factors that inhibit community

participation and students’ parents in the

implementation of education in State 2 Sekayam

Senior High School. The inhibiting factors of

participation are low awareness of participation,

shelter far from schools with relatively difficult

access to transportation and communication, low

economic level, lack of socialization of school

work programs, and busyness of parents with

their jobs. This is in accordance with the opinion

expressed by Dwiningrum (2015: 57-58) which

states that factors that can inhibit or become a

threat to community participation, as follows.

a. Lazy, apathetic, ignorant, and unwilling to
make changes at the level of community

members.

b. Typological aspects (proof and cliff).
c. Geographical (small islands scattered).
d. Demographics (population).
e. Economy (poor / disadvantaged villages).

Based on these opinions, it provides an

understanding that the factor of low awareness of

participation, housing that is far from the school

with access to transportation and communication

is relatively difficult, and the economic level is

still relatively low, can be factors that inhibit

community and students’ parents participation in

organizing education in Sekayam 2 High School

so that the impact on the difficulty of the school

involved the community and students’ parents in

seeking solutions to overcome the limitations

experienced by the school in seeking to improve

the quality of the implementation of quality

education in schools.

Another positive trend is the view that

education is the responsibility of the

government, the lack of socialization of school

work programs, and the busyness of parents in

working are also included in the inhibiting

factors of community and students’ parents

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participation in the implementation of education

in Sekayam 2 High School. This is in accordance

with the opinion of Hamijoyo in Rahmawati

(2012, p.37) which states that the inhibiting

factors of community participation are as

follows.

a. The community has not been able to live or
feel the problem or its interests.

b. The purpose of community participation is
less clear, perhaps because the benefits or

objectives of development are not clear to the

community.

c. There are no organizations and leaders who
are reliable enough to manage community

participation so that the aspirations and

potential of citizens are not channeled

effectively and efficiently.

Participation requires the same

understanding or objectivity of school and

parents in school goals. This means that

participation is not sufficiently understood by

schools as an important part of school success in

improving quality, because quality objectives are

difficult to obtain if understanding in

intersubjective worlds (students, parents,

teachers) shows knowledge gaps about quality.

That is, community participation in quality

improvement is successful if there is a common

understanding between schools and families in

making high achieving children (Dwiningrum,

2015: 193).

A good partnership relationship

between the school and the community and

students’ parents is needed to be able to

anticipate the inhibiting factors experienced by

each of the parties concerned. With a good

partnership relationship, each party can openly

express problems that prevent them from

participating with each other. The openness of

each related party is a way to be able to

understand each other and analyze the right

alternative solutions to be able to address the

inhibiting factors of such participation.

5. The Level of Community and Students’ Parents
Participation in Organizing Education in State 2

Sekayam Senior High School

Based on the results of interviews and

documentation shows a positive tendency that

there has been or has occurred community and

students’ parents participation in the

implementation of education in State 2 Sekayam

Senior High School. Sagala (2006: 162) states

that "Schools that implement school-based

management have characteristics of high school

and community participation. This is based on

the belief that the higher the level of

participation, the greater the sense of belonging

followed by greater sense of responsibility and

so on the greater the level of dedication ". The

statement provides an understanding that

participation greatly influences the ability of

educational institutions (schools) to strive to

create quality teaching and learning processes for

their students.

However, the facts show a negative

tendency, namely the level of community and

students’ parents participation in the

implementation of education in Sekayam 2 High

School is still in the low category. This is in

accordance with the views of Club Du Sahel in

Rodliyah (2013: 50-51) arguing that the

participation rate is as follows

a. Passive Participation, Training, and
Information. This participation is a type of

one-way communication such as the

direction between teacher and student.

b. Active participation. This participation is a
dialogue and two-way communication by

providing opportunities for the community

to interact with extension officers and

outside training.

c. Participation with Linkages. Local people,
both individuals, and groups are given a

choice to be responsible for every

community activity and project.

d. Participation in Local Requests. Project
activities are more focused on addressing

the needs of the local community, not needs

to be designed and voiced by outsiders.

If based on the above opinion, it clearly

provides an understanding that community and

students’ parents participation in the

implementation of education in Sekayam 2 High

School is included in the level of passive

participation. This means that the participation

that occurred in State 2 Sekayam Senior High

School was only because there was a request

from the school, and not because of their own

initiative from the community and students’

parents. Another negative trend that triggers the

low level of participation is that participation in

State 2 Sekayam Senior High School is not a

form of awareness to help schools in pursuing

the provision of quality education, but occurs

only in procedural rules or regulations.

This is in accordance with the opinion

of Shery Arstein in Dwiningrum (2015: 64), who

argues that if it is associated with the level of

power given to the community associated with

participation, then the participation of the

community in planning can be divided into the

following steps.

Table I

Participation Ladder

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Source: Dwiningrum (2015: 64)

If examined from the opinion of Shery

Arstein presented in Table I Staircase

Participation above, it is clear that community

and students’ parents participation in the

implementation of education in Sekayam 2 High

School are included in the Tokenism ladder

level, which means that participation occurs only

as a formality.

Responding to the low level of

community and students’ parents participation in

the implementation of education, schools should

be able to optimize work programs that can

encourage participation. Schools should be

creative and have innovations in formulating

superior programs that are characteristic of

schools, which of course are in accordance with

the needs of the community and students’

parents. For this reason, the school can optimize

the role and function of the school committee,

which is a formal and legal forum for

representatives of the community and students’

parents in designing the tuition programs. This is

in accordance with the opinion of Rodliyah

(2013: 84) stating that in carrying out their

duties, the school committee acts as:

a. Advisory agency or consideration in
determining and implementing education

policies in educational units;

b. Supporting agencies or supporters, both in
the form of financial, thought and energy in

the implementation of education in

educational units;

c. Controlling agency or controller in the
context of transparency and accountability

in implementing education in educational

units;

d. Mediator or intermediary between the
government (executive) and the community

in the education unit.

If it is analyzed from the task of the

school committee, it is clear that the existence of

a school committee in each education unit will

provide the potential for the school to respond to

any problems it faces. Of course, the school

committee must be involved in every stage of the

implementation of education by building good

and harmonious partnerships so that the

committee will truly feel valued and needed by

the school.

VI. CONCLUSION

A. Conclusions
Based on the results of research findings

and discussions about community and students’

parents participation in the implementation of

education in Sekayam 2 High School, conclusions

can be drawn as follows.

1. School work program to encourage
community and students’ parents

participation in implementing education at

Sekayam 2 High School, including in the

form of vision, mission, goals, RKS / RKAS,

and KTSP.

2. The form of community and students’ parents
participation in the implementation of

education in Sekayam 2 High School, namely

in the form of physical and non-physical.

3. Supporting factors for community and
students’ parents participation in

administering education at State 2 Sekayam

Senior High School, is the existence of a

forum or access to participate, the willingness

and ability, hope to obtain a good and quality

education, trust in the school, and the

existence positive response from the school.

4. The inhibiting factors of community and
students’ parents participation in

administering education at State 2 Sekayam

Senior High School, are places of residence

that are far from schools with relatively

difficult access to transportation and

communication, the economic level is still

relatively low, the view that education is the

responsibility school answer, lack of

maximum socialization of school work

programs, and busyness of parents with their

jobs.

5. The level of community and students’ parents
participation in administering education at

State 2 Sekayam Senior High School,

classified as low or passive.

B. Suggestions
Based on the findings of the research

described above, some suggestions and

recommendations can be given as follows.

1. Schools are expected to be able to
accommodate the interests and needs of

education stakeholders through activities

contained in the school work program.

2. The form of community and students’ parents
participation should be directed to improve

the effectiveness and efficiency of the

implementation of the teaching and learning

process in schools.

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3. The supporting factors for community x and
students’ parents participation are optimally

utilized.

4. Establishing good communication between
school, community, and students’ parents.

5. Building good and harmonious partnerships
between schools and school committees, as

well as more empowering the roles and

functions of school committees.

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