Facilitator Roles in Parenting Education Programs for Low-Income Families in Jakarta and Pandeglang
[Peran Fasilitator dalam Program Pendidikan Pengasuhan Bagi Keluarga Berpenghasilan Rendah di Jakarta dan Pandeglang]
DOI:
Abstract Views:
457 times
PDF - Full Text Downloads:
275 times
Abstract
This study explores the complexities and diversities of the facilitator roles in parenting education programs. The objective is to evaluate how these responsibilities could potentially deviate or expand beyond standard protocols, ultimately contributing to the improvement of parent or caregiver experiences within these programs. Focusing on low-income families in the Indonesian urban and rural contexts, this study emphasizes the crucial role of effective parenting education in empowering parents or caregivers to nurture their children. Focus Group Discussions (FGDs) and participant observation were used to collect data from both facilitators and parents involved in the program. The aim was to explore the facilitators' role in supporting the education (learning) experience of the participating parents or caregivers. This was analyzed based on the perceptions of both facilitators and parents or caregivers. Thematic analysis revealed the diverse functions of facilitators and their impact on the education (learning) experience. While facilitators typically fulfill conventional roles as managers, moderators, educators, and motivators, they occasionally take on additional roles, acting as resource providers to support parents in their parenting journey better. Two distinct patterns emerged from the study: (1) Parents receive personalized assistance and support when facilitators exceed their designated functions, resulting in increased program engagement; (2) However, this extension of certain key functions of facilitators' roles may inadvertently create challenges in maintaining the program's integrity and unique education (learning) mode, particularly in self-learning contexts.
Studi ini mengeksplorasi kompleksitas dan keragaman peran fasilitator dalam program pendidikan pengasuhan. Studi ini bertujuan untuk mengevaluasi bagaimana tanggung jawab ini berpotensi menyimpang atau meluas melampaui protokol standar, yang pada akhirnya berkontribusi terhadap peningkatan pengalaman orang tua atau pengasuh dalam program tersebut. Berfokus pada keluarga berpenghasilan rendah dalam konteks perkotaan dan pedesaan di Indonesia, studi ini menekankan pentingnya peran pendidikan pengasuhan yang efektif dalam memberdayakan orang tua atau pengasuh untuk mengasuh anak mereka. Focus Group Discussion (FGD) dan observasi partisipan digunakan untuk mengumpulkan data, baik dari fasilitator maupun orang tua yang terlibat dalam program. Tujuannya adalah untuk mengeksplorasi peran fasilitator dalam mendukung pengalaman pendidikan (pembelajaran) orang tua atau pengasuh yang berpartisipasi. Hal ini dianalisis berdasarkan persepsi fasilitator dan orang tua atau pengasuh. Analisis tematik mengungkap beragam fungsi fasilitator dan dampaknya terhadap pengalaman pendidikan (pembelajaran). Walaupun fasilitator biasanya menjalankan peran konvensional sebagai manajer, moderator, pendidik, dan motivator, mereka terkadang mengambil peran tambahan, bertindak sebagai penyedia sumber daya untuk mendukung orang tua dalam perjalanan pengasuhan mereka dengan lebih baik. Dua pola berbeda muncul dalam studi ini: (1) Orang tua menerima bantuan dan dukungan yang dipersonalisasi ketika fasilitator melampaui fungsi yang ditentukan, sehingga meningkatkan keterlibatan program; (2) Namun, perluasan fungsi utama tertentu dari peran fasilitator dapat secara tidak sengaja menciptakan tantangan dalam menjaga integritas program dan mode pendidikan (pembelajaran) yang unik, khususnya dalam konteks belajar mandiri.
Downloads
References
Andriono, M. A., & Sumargi, A. M. (2019). Challenging behaviors in young children: The role of parenting consistency in a multigenerational family. ANIMA Indonesian Psychological Journal, 34(2), 55-64. https://doi.org/10.24123/aipj.v34i2.2201
Astriningsih, N., & Mbato, C. L. (2019). Motivation to learn English: Why Indonesian adult learners join a community of interest. ANIMA Indonesian Psychological Journal, 34(2), 65-75. https://doi.org/10.24123/aipj.v34i2.2202
Beasley, L. O., Jespersen, J. E., Morris, A. S., Farra, A., & Hays-Grudo, J. (2022). Parenting challenges and opportunities among families living in poverty. Social Sciences, 11(3): 119. https://doi.org/10.3390/socsci11030119
Bekhet, A. K., & Zauszniewski, J. A. (2012). Methodological triangulation: An approach to understanding data. Nurse Researcher, 20(2), 40-43. https://doi.org/10.7748/nr2012.11.20.2.40.c9442
Bernhardsson, N., & Lattke, S. (2011). Core competencies of adult learning facilitators in Europe: Findings from a transnational Delphi survey conducted by the project “Qualified to Teach”. Asia Europe Meeting (ASEM) Education and Research Hub for Lifelong Learning. https://asemlllhub.org/fileadmin/www.dpu.dk/ASEM/events/RN3/QF2TEACH_Transnational_Report_final_1_.pdf
Bohr, Y., Halpert, B., Chan, J., Lishak, V., & Brightling, L. (2010). Community-based parenting training: Do adapted evidence-based programmes improve parent-infant interactions? Journal of Reproductive and Infant Psychology, 28(1), 55-68. https://doi.org/10.1080/02646830903294961
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Breheny, B. M. (2013). Applying transformative learning theory to the process of parenting programmes - Parenting programmes: A piece in the education jigsaw? [Master’s thesis, National University of Ireland Maynooth]. MURAL - Maynooth University Research Archive Library. https://mural.maynoothuniversity.ie/9584/
Brown, H. S. III, Wilson, K. J., Pagán, J. A., Arcari, C. M., Martinez, M., Smith, K., & Reininger, B. (2012). Cost-effectiveness analysis of a community health worker intervention for low-income Hispanic adults with diabetes. Preventing Chronic Disease: Public Health Research, Practice, and Policy, 9(8): 120074. https://doi.org/10.5888/pcd9.120074
Caffarella, R., & Merriam, S. B. (2009). Linking the individual learner to the context of adult learning. In A. Wilson & E. Hayes (Eds.), Handbook of adult and continuing education (New edition) (pp. 55-70). Jossey-Bass. https://www.wiley.com/en-ie/Handbook+of+Adult+and+Continuing+Education,+New+Edition-p-9780470545980
Campbell, D., & Palm, G. F. (2004). Group parent education: Promoting parent learning and support. SAGE Publications. https://doi.org/10.4135/9781452232423
Cantor, J. A. (2008). Delivering instruction to adult learners (3rd ed.). Wall & Emerson. https://wallbooks.com/texts/deliver.htm
Chakanika, W. W., Sichula, N. K., & Sumbwa, P. I. (2019). The adult learning environment. Journal of Adult Education (JAE), 1(1), 14-21. https://journals.unza.zm/index.php/JAE/article/view/99
de Haan, C. W. (2019). Applying adult learning theory to foster parent training [Master’s thesis, University of Lethbridge]. OPUS: Open Ulethbridge Scholarship. https://hdl.handle.net/10133/5470
Engle, J., & Tinto, V. (2008). Moving beyond access - College success for low-income, first-generation students. The Pell Institute for the Study of Opportunity in Higher Education. https://www.pellinstitute.org/resources/moving-beyond-access-college-success-for-low-income-first-generation-students/
Families Together in New York State. (2018). Parent Empowerment Program (PEP) training. Families Together in New York State. https://www.ftnys.org/workforce/parent-empowerment-program-pep/
Fazio, R. A. (2003). Collaborative learning among farmers as an approach to alternative agricultural education [Doctoral dissertation, The University of Tennessee]. TRACE: Tennessee Research and Creative Exchange. https://trace.tennessee.edu/utk_graddiss/5130/
Feldman, M. (2010). Parenting education programs. In G. Llewellyn, R. Traustadóttir, D. McConnell, & H. B. Sigurjónsdóttir, Parents with intellectual disabilities: Past, present and futures (pp. 121-136). Wiley Blackwell. https://doi.org/10.1002/9780470660393.ch8
Finders, J. K., Díaz, G., Geldhof, G. J., Sektnan, M., & Rennekamp, D. (2016). The impact of parenting education on parent and child behaviors: Moderators by income and ethnicity. Children and Youth Services Review, 71, 199-209. https://doi.org/10.1016/J.CHILDYOUTH.2016.11.006
Flynn, S., Brown, J., Johnson, A., & Rodger, S. (2011). Barriers to education for the marginalized adult learner. Alberta Journal of Educational Research (AJER), 57(1), 43-58. https://doi.org/10.11575/ajer.v57i1.55454
Friars, P., & Mellor, D. (2009). Drop-out from parenting training programmes: A retrospective study. Journal of Child & Adolescent Mental Health, 21(1), 29-38. https://doi.org/10.2989/JCAMH.2009.21.1.5.807
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. https://doi.org/10.1177/074171369704800103
Ghanavaty, M., Hamid, N., & Mehrabizadeh Honarmand, M. (2021). The effect of mindful parenting training on parental stress in mothers of children with autism spectrum disorders. Journal of Pediatric Nursing, 7(2), 75-86. https://jpen.ir/article-1-496-en.html
Gillies, V. (2006). Parenting, class and culture: Exploring the context of childrearing. Community Practitioner: The Journal of the Community Practitioners' & Health Visitors' Association, 79(4), 114-117. https://pubmed.ncbi.nlm.nih.gov/16634513/
Guest, G., Namey, E. E., & Mitchell, M. L. (2017). Collecting qualitative data: A field manual for applied research. SAGE Publications. https://doi.org/10.4135/9781506374680
Heale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence Based Nursing, 16(4): 98. https://doi.org/10.1136/eb-2013-101494
Hendrawati, S., Mardhiyah, A., Mediani, H. S., Nurhidayah, I., Mardiah, W., Adistie, F., & Maryam, N. N. A. (2018). Pemberdayaan kader Posyandu dalam stimulasi deteksi dan intervensi dini tumbuh kembang (SDIDTK) pada anak usia 0-6 tahun di Desa Cileles Kecamatan Jatinangor Kabupaten Sumedang [Empowerment of integrated healthcare center cadets in the early development detection and intervention stimulation on children 0-6 years old in the village of Cileles, kecamatan of Jatinangor, Sumedang regency]. Media Karya Kesehatan, 1(1), 39-58. https://doi.org/10.24198/mkk.v1i1.17263
Irwanto, & Hestyanti, Y. R. (2023). Parenting skills delivery learning report. Unpublished manuscript, Fakultas Psikologi, Universitas Katolik Indonesia Atma Jaya, Jakarta, Indonesia.
Jarvis, P. (2011). Adult learning in the social context (1st ed.). Routledge. https://doi.org/10.4324/9780203802724
Juniana, H., & Nurhamlin. (2013). Modal sosial masyarakat perkotaan (Studi RT 02 RW 07 Kel. Labuh Baru Barat Kec. Payung Sekaki Kota Pekanbaru) [Social capital of urban communities (Study in RT 02 RW 07 Kel. Labuh Baru Kec. Payung Sekaki Kota Pekanbaru)]. [Research report, Universitas Riau]. Repository Universitas Riau. https://repository.unri.ac.id:80/handle/123456789/5152
Kakhki, Z. B., Mashhadi, A., Yazdi, S. A. A., & Saleh, S. (2022). The effect of mindful parenting training on parent-child interactions, parenting stress, and cognitive emotion regulation in mothers of preschool children. Journal of Child and Family Studies, 31(11), 3113-3124. https://doi.org/10.1007/s10826-022-02420-z
Kamp, M. (2011). Facilitation skills and methods of adult education: A guide for civic education at grassroots level. Konrad-Adenauer-Stiftung. https://www.kas.de/en/web/uganda/single-title/-/content/facilitation-skills-and-methods-of-adult-education
Kusumandari, S. A., & Andrina, M. (2022). The struggle for adequate childcare in Indonesia. The Social Monitoring and Early Response Unit (SMERU) Research Institute. https://smeru.or.id/en/article/struggle-adequate-childcare-indonesia
Lee, K. (2019). Supporting mental health and wellness for adult learners. The EvoLLLution: A modern campus illumination. https://evolllution.com/attracting-students/todays_learner/supporting-mental-health-and-wellness-for-adult-learners/
Linkous, H. (2021). How can we help? Adult learning as self-care in COVID-19. New Horizons in Adult Education and Human Resource Development, 33(2), 65-70. https://doi.org/10.1002/NHA3.20317
McGoron, L., Hvizdos, E., Bocknek, E. L., Montgomery, E., & Ondersma, S. J. (2018). Feasibility of Internet-based parent training for low-income parents of young children. Children and Youth Services Review, 84, 198-205. https://doi.org/10.1016/J.CHILDYOUTH.2017.12.004
Merriam, S. B. (2004). The changing landscape of adult learning theory. In J. Comings, B. Garner, & C. Smith, Review of adult learning and literacy: Connecting research, policy, and practice: A project of the National Center for the Study of Adult Learning and Literacy (Vol. 4) (pp. 199-220). Routledge. https://doi.org/10.4324/9781410610485
Nadarajah, T. (2016). A performance measurement system for Nobody's Perfect parenting program [Master’s thesis, University of Victoria]. University of Victoria (UVic) Libraries. https://hdl.handle.net/1828/7358
Petersson, K., Petersson, C., & Håkansson, A. (2004). What is good parental education? Scandinavian Journal of Caring Sciences, 18(1), 82-89. https://doi.org/10.1111/j.1471-6712.2004.00260.x
Rodliyah, S. (2017). Pengalihan pengasuhan anak orang tua karir: Studi kasus di Desa Banyuurip Kecamatan Klego Kabupaten Boyolali [Diversion of parenting by career parents: Case study in the Village of Banyuurip Kecamatan Klego Boyolali regency] [Master’s thesis, Universitas Islam Negeri Salatiga]. E-Repository Universitas Islam Negeri Salatiga. https://e-repository.perpus.uinsalatiga.ac.id/id/eprint/2657
Santiago, C. D., Kaltman, S., & Miranda, J. (2013). Poverty and mental health: How do low-income adults and children fare in psychotherapy? Journal of Clinical Psychology, 69(2), 115-126. https://doi.org/10.1002/jclp.21951
Sumargi, A., Sofronoff, K., & Morawska, A. (2020). Parenting practices and parenting programs in Indonesia: A literature review and current evidence. ANIMA Indonesian Psychological Journal, 29(4), 186-198. https://journal.ubaya.ac.id/index.php/jpa/article/view/2900
Tanoto Foundation. (2023). Siapkan Generasi Anak Berprestasi (SIGAP). Tanoto Foundation. https://sigap.tanotofoundation.org/
Tennant, M. (2005). Psychology and adult learning (3rd ed.). Routledge. https://doi.org/10.4324/9780203965474
Thompson, R. W., Grow, C. R., Ruma, P. R., Daly, D. L., & Burke, R. V. (1993). Evaluation of a practical parenting program with middle- and low-income families. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 42(1), 21-25. https://doi.org/10.2307/584916
Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 33(3), 253-258. https://doi.org/10.1111/j.1547-5069.2001.00253.x
Tomlinson, H. B., & Andina, S. (2015). Parenting education in Indonesia: Review and recommendations to strengthen programs and systems. World Bank Group. https://doi.org/10.1596/978-1-4648-0621-6
Tusting, K., & Barton, D. (2003). Models of adult learning: A literature review of models applicable to Skills for Life. National Research and Development Centre (NRDC) for Adult Literacy and Numeracy. https://www.nrdc.org.uk/?p=311
United Nations Children’s Fund (UNICEF) Viet Nam, Ministry of Labour - Invalids and Social Affairs, & Public Health Agency of Canada. (2019). Nobody’s Perfect Parenting Programme Viet Nam - Body Parent Handbook First Edition (Pilot): May 2019. United Nations Children’s Fund (UNICEF) Viet Nam. https://www.unicef.org/vietnam/media/3221/file/Behaviour%20-%20Nobody's%20perfect%20series.pdf
Wang, Q. (2008). Student-facilitators' roles in moderating online discussions. British Journal of Educational Technology (BJET), 39(5), 859-874. https://doi.org/10.1111/j.1467-8535.2007.00781.x
Wie, A. L., Amundsen, P., Nilsen, H., Løfsnæs, E., & Murphy, P. (2009). Improving adult learning. Nord Open Research Archive - Høgskolen i Nesnas Skriftserie [University College of Nesna Series], 57. https://hdl.handle.net/11250/145688
Zagir, T., & Mandel, K. M. (2020). Competences of adult learning facilitators in Europe: Analyses of five European research projects. Hungarian Educational Research Journal, 10(2), 155-171. https://doi.org/10.1556/063.2020.00016
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles published in ANIMA are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful, non-commercial purpose in any medium, provided you give appropriate credit to ANIMA and the original Author(s), link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective Author(s), without restrictions. A non-exclusive license is granted to ANIMA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
By publishing in ANIMA, Author(s) grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
