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Our concern is the parents' involvement in learning activities through their partnership with teachers. It needs to be studied more deeply to find the most suitable participation pattern based on parent backgrounds in Indonesian schools. Some research indicates that involving parents in education results positively (Tambunan et al., 2022; Ertem & Gökalp, 2020; Nyakundi et al., 2020; Lau & Ng, 2019). And the diversity of parents' backgrounds affects student learning outcomes (Qi & Wu, 2020; Smith-Adcock et al., 2019). The parents' presence impacts student learning activities and is a supervisory measure for students (Gür & Türel, 2022; Manav et al., 2021; Ben-Tov & Romi, 2019). Developing learning becomes the basis for directing students' learning activities (Curtis et al., 2021; Ogg et al., 2022). However, the impact of parents' background in their partnership with teachers when conducting learning is not yet clear, including their level of education, type of work, and level of economic status—likewise, the impact on the practice of different schools. Knowing the basis for choosing a partnership suitable for groups of parents with specific backgrounds is vital to obtain maximum results.
We built a teacher-parent partnership-based learning system that allows them to collaborate and synergize in learning activities. The system has several supporting facilities, including space for teachers, students, and parents as a virtually interactive place. So the learning platform does not limit the distance and time for studying and learning (Vigo-Arrazola & Dieste-Gracia, 2019) and can form student learning independence (Daniel et al., 2016; S. Park et al., 2017). The intensity of communication between teachers and parents can be maintained when intervening in broad learning. Therefore learning objectives are achieved and ensure the continuity of quality learning (Rimm-Kaufman & Pianta, 2005). The gap between the learning process and results can also be addressed intensively (Marschall & Shah, 2020; Stroetinga et al., 2019). Teachers, parents, and students can partner in teaching and learning activities (Finn, 2019; Maldonado & De Witte, 2021) and determine options (Barger et al., 2019). So, students can achieve encouraging achievements (Carpenter & Gann, 2016; Curtis et al., 2021), and parents can actualize their functions and roles by parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community in learning (Ihmeideh et al., 2020). The partnership between teachers and parents is realized in planning and implementing learning (Bang, 2018).
The parental education level impacts are also our concern because it determines student learning outcomes, as Van Houdt et al. (2019) reported. But it is not explained whether it applies to all levels of education. Still, it has not covered all levels of education. So, it is necessary to know and ensure the suitability of the partnership for parents of high school graduates and college graduates. Likewise, their knowledge, attitudes, and perceptions come to our attention because they are closely related to performance, which can be more or less their autonomy-supportive involvement activities, as stated by Lerner et al. (2022). We also investigated parents' economic status impacts because it determines the learning outcomes (Qi & Wu, 2020). The parents with different economic levels differ in the use of time (Huikari et al., 2021), so the intensity of their involvement can be different, and it is possible to have a different impact on learning outcomes.