MANAJEMEN KEMITRAAN SEKOLAH DAN ORANG TUA DALAM MENDUKUNG PROGRAM LITERASI DAN NUMERASI

Abstract

ABSTRACT

Literacy and numeracy depend not only on learning activities at school but also on sustained family support. However, parental involvement still faces challenges, including limited time, differences in educational backgrounds, and low participation among some parents. This study aimed to describe school-parent partnership management in supporting literacy and numeracy programs at SDN 3 Lembar and to identify supporting and inhibiting factors. A descriptive qualitative approach was employed, involving the principal, Grade I–III teachers, the school committee chair, parents, and students as informants. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that the partnership was implemented through planning, organizing, implementation, and evaluation, involving role distribution, communication, home learning assistance, and parental participation. Supporting factors included commitment, effective communication, committee support, and parental participation, while inhibiting factors included parents’ busy schedules, limited time, differences in educational backgrounds, and low participation among some parents. The partnership strengthened continuity of learning support between school and family, enabling literacy and numeracy programs to be implemented more systematically and sustainably.

ABSTRAK

Literasi dan numerasi tidak hanya bergantung pada pembelajaran di sekolah, tetapi juga memerlukan dukungan keluarga yang berkelanjutan. Namun, keterlibatan orang tua masih menghadapi kendala berupa keterbatasan waktu, perbedaan latar belakang pendidikan, dan rendahnya partisipasi sebagian orang tua. Penelitian ini bertujuan mendeskripsikan manajemen kemitraan sekolah dan orang tua dalam mendukung program literasi dan numerasi di SDN 3 Lembar serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan informan kepala sekolah, guru kelas I–III, ketua komite, orang tua, dan siswa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemitraan dilaksanakan melalui perencanaan, pengorganisasian, pelaksanaan, dan evaluasi, berupa pembagian peran, komunikasi, pendampingan belajar di rumah, dan keterlibatan orang tua. Faktor pendukung meliputi komitmen, komunikasi efektif, dukungan komite, dan partisipasi orang tua, sedangkan hambatan meliputi kesibukan, keterbatasan waktu, perbedaan latar belakang pendidikan, dan rendahnya partisipasi sebagian orang tua. Kemitraan tersebut memperkuat kesinambungan dukungan belajar antara sekolah dan keluarga. Program literasi dan numerasi dapat berlangsung lebih terarah dan berkelanjutan.