Publisher

PPSDPPPSDP

Journal PPSDP International Journal of EducationPPSDP International Journal of Education Abstract

This study aims to design, develop, implement, and evaluate a collaborative Home–School Partnership model to enhance childrens foundational competencies during the transition from early childhood education to primary school in Gorontalo Province, Indonesia. Employing a research and development approach within the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation), data were collected from parents of Grade I and II students across several elementary schools using questionnaires, observations, interviews, and focus group discussions. Model effectiveness was assessed through a pretest–posttest experimental design measuring changes in parental understanding and engagement. Results demonstrate high expert validity (91.72%) and strong practicality (93.14%) during small-group and large-group trials. Effectiveness evaluation revealed significant improvements in parental understanding, with posttest scores ranging from 79.70 to 84.20. Parents reported increased awareness of childrens socio-emotional development, communication skills, independence, and positive learning attitudes beyond academic preparation. The study concludes that the Home–School Partnership model effectively strengthens parent–teacher collaboration and supports holistic child development during the transition to primary education. The novelty lies in its systematic development and validation of a structured partnership model specifically contextualized to the Indonesian educational landscape, addressing the critical yet underexplored transition period between early childhood and primary schooling. Practically, the model offers a replicable framework that can be integrated into school programs to foster sustainable home–school partnerships. This study contributes to educational literature by providing empirical evidence that structured family-school collaboration significantly enhances parental engagement and competency development during a pivotal stage in childrens educational trajectories.

Conclusion

The study demonstrates that a structured Home–School Partnership model effectively enhances parental engagement and supports the development of childrens foundational competencies during the transition to primary education.The intervention led to significant improvements in parental understanding of holistic child development, encompassing socio-emotional skills, communication, independence, and positive learning attitudes.The models high validity and practicality suggest its potential for replication and integration into school programs to foster sustainable family-school partnerships.

Future Research

Future research should investigate the long-term impacts of collaborative home-school partnerships on childrens academic performance, socio-emotional development, and school adjustment across diverse educational systems. Further studies could explore adaptations of the model in varied cultural contexts to enhance its applicability and effectiveness in different communities. Additionally, research is needed to examine the sustainability of parental engagement practices beyond the intervention period, identifying strategies to maintain ongoing collaboration between families and schools. Investigating the potential of integrating digital tools and platforms into the Home-School Partnership model could also enhance accessibility and engagement for a wider range of families, particularly those facing geographical or logistical barriers. Finally, exploring the role of teacher training and professional development in effectively implementing and sustaining these partnerships is crucial for ensuring long-term success and maximizing the benefits for both children and families.

Metadata

File size	199.36 KB
Pages	17
DMCA	Report