PARENTAL PARTICIPATION IN EARLY CHILDHOOD EDUCATION IN

CEMANGGAL (CASE STUDY OF EARLY MARRIED PARENTS)

Mely Fauziyah, Yuli Kurniawati Sugiyo Pranoto
Early Childhood Teacher Education, Faculty of Education,
Semarang State University, Central Java-Indonesia
Melyfauziyah2405@gmail.com

ABSTRACT

Psychological immaturity of parents who get married early, has an impact on the high risk of
child abuse and negligence. This is why the researchers want to look deeper into the participation of
parents who married early in the Cemanggal village, in hope that this research could be taken into
consideration for the local government in handling cases of early marriage there.
This study uses a qualitative approach with a case study research design. The subject of this
research is the parents of PAUD Al-Iman Cemanggal students who are early married. Data
collection techniques uses observation, interviews, and documentation. Data validity checking
technique by source triangulation. The data analysis technique used is interactive analysis according
to Miles and Hurberman.
The results showed that: parental participation in decision making, implementation, benefit-
taking, and evaluation did not appear yet. There are two inhibiting factors. First, personal, there are
ideas that parental participation in education is limited to financing. Second, social influence
factors, at the productive age, Cemanggal people generally work, especially mothers after giving
birth to a child they will ask their grandmothers to take care of the children.
Keywords: Parental Participation, Education of Early Childhood, Early Marriage

INTRODUCTION
Parental participation has great benefits. Not only for children, but also teachers and parents.
For children, parental participation will improve their performance and personality (Zedan, 2011).
Parents will get advantage, including confidence and satisfaction in caring for their children
(Hornby, 2011:2), add insight and experience in parenting and educating children (Powel, 2000),
and also improve their skills in parenting (Eipstein, et al. 2002: 16). Those benefits will help parents
in fulfilling their responsibility. Other parties who will also benefit from parental involvement in
children's education are the teacher or the school where the child is studying. The benefits that can
be obtained are the realization of a better school environment, an improvement in the behavior and
attitudes of teachers as well as improved relations between parents and teachers (Hornby, 2011: 2).
In addition, the involvement of parents will also be able to help ease the work of teachers at school
(Eipstein et al. 2002:17).
Seeing the many benefits of parental participation in early childhood education, it is very
unfortunate that parental participation is ignored. In fact, not all institutions have good parental
participation, in the Tanjungmas fishing community, for example, parental participation is very
basic, limited to the payment of monthly contributions, the rest is only reminding the children when
there are homework assignments (Khasanah, 2013). Then, in Konawe Regency, Southeast Sulawesi,
the same thing also happened. Community participation was still at a low level (Saasa and Untung,
2015).
Many factors influence the low parental participation in their children's education, according
to Backer (2004), there are two factors, the first one is personal factors originating from oneself and
environmental influences. Personal factors are factors that arise from within parents that affect their
participation in the education of their children, one of which is related to the psychological maturity
of parents. According to Brown & Gillgan in Chigona and Chetty (2008) also mentioned that
mothers who marry at the young age are at high psychological risk. In other words, individuals will
be emotional and intuitive and need support. Therefore, young mothers and children will be easily
exposed to threats from within their social groups so that children will also experience critical
points in their lives.
According to Geronimus in Bradbury (2011), several studies have found that young mothers
become less sensitive and responsive, so they are more likely to use restrictions and penalties
because they lack knowledge about care and about child development.
Young marriage or often called early marriage is a marriage done by a couple who is still
under age. The age requirement that has been set is regulated in the marriage law, which is Law
Number 1 of 1974 concerning Marriage Article 7 (1) Marriage is only permitted if the man has
reached the age of 19 years and the woman has reached the age of 16 years. So, couples who are
engaged in underage marriages specified in the law can also be called early marriage.
Cemanggal is part of Munding Village, Bergas District, Semarang Regency. Cemanggal
occupies the highest part of the village of Munding. Inadequate infrastructure causes slow cultural
assimilation of the community. In the end, it causes the longevity of ancient culture, one of which is
early marriage. The average Cemanggal woman marries at a young age ranged from 14 to 15 years.
The low average age of first marriage from the population reflects the low socio-economic
conditions in Cemanggal.
Based on the interviews with PAUD Al-Iman Cemanggal teachers, the parental participation
in children's education in schools is very low. There is no parenting program implemented by the
school, so complaints about the development and growth of children cannot be shared to parents.
Then in terms of parents' enthusiasm about the growth and development of children is also very
low. Parents do not monitor the extent of their child's growth and development, including based on
the recognition of PAUD Al-Iman students, their parents rarely want to help them study at home.
Based on the interview above, the researcher wants to find out more about how the
participation of parents who marry early in early childhood education in Cemanggal, with the hope
that the results of this study can be taken into consideration for the local government regarding the
steps to be taken to reduce early marriage cases in Cemanggal, which is the basic educational
problems there. This research is important, because there is no research in the area of parental
participation that makes parents who get married early as the subject of research.

RESEARCH METHOD
This study uses a qualitative approach of case study research. The research location was in
Cemanggal, Munding Village, Bergas District, Semarang Regency. Determination of this informant
by using purposive sampling method that is a determination of informants based on specific
objectives or considerations namely 9 parents of PAUD Al-Iman Cemanggal who have done early
marriage, while comparative informants in data triangulation are PAUD Al-Iman teachers and
Cemanggal headman. Data collection techniques used were interviews, observation and
documentation. Data analysis techniques using interactive analysis according to Miles and
Huberman.

RESULTS AND DISCUSSION

Results
Cemanggal is part of Munding Village, Bergas District, Semarang Regency. The striking
thing about Cemanggal is the high number of early marriages, which is the highest in the Bergas
District. Based on the marriage registration book of Munding Village, cases of early marriage in
Cemanggal in 2018 were recorded as many as 18 cases in 2016, 13 cases in 2017, whereas for 2018
until now the number of marriages is very small, because these two years are recognized as wawu
years, that is, the year they believe is a bad year for getting married. The case of early marriage in
2018 was only 1, which was motivated by an unwanted pregnancy, whereas until August 2019 there
were no cases of early marriage.
 The rise of early marriage in Cemanggal is influenced by several factors. First is the cultural
factor, in Cemanggal there is a growing belief in the community that when they refuse a marriage
proposal, their daughter will find it difficult to get married. This idea is supported by the condition
of public education which on average does not continue to junior high school. After graduating
from elementary school, girls stay at home helping parents, while boys after elementary school have
been trained to earn money, some are directed to agriculture, some are directed to become
construction workers. For women, 2-3 years after elementary school, in general have started to
receive marriage proposal, while boys aged 18-20 years are married. This is in line with the opinion
of Fatimah (2009: 88) that the lack of knowledge has an impact on the narrowness of one's thinking
patterns, this knowledge is certainly in line with one's education level.
Another factor contributing to early marriage in Cemanggal is the lack of parental control
over the use of their child's technology, both television and cellphones. Some trends in TV shows
have become a pilot material for Cemanggal children, for example motorbike racing like in the Si
Boy film, until dating trends like in the usual teenage films they watch. The situation is exacerbated
by freedom in the use of mobile phones and internet facilities. This freedom of internet access leads
to access to pornographic videos among children. This later became the forerunner to the
occurrence of unwanted pregnancy, inevitably with this condition no matter what age the child is,
parents will marry off their child.

Types of Participation
Participation in Decision Making
Participation in decision making is reflected in student guardian meetings. In terms of
attendance, parents did attend the school meeting. Unfortunately, their attendance rates were not in
accordance to meaningful contributions, they did not contribute ideas at the meeting, despite being
given the opportunity by the teacher.
They also don't respond when offered about a program. In the view of GK1 and GK2 it is
also the case, that parents are only present at school meetings, but do not provide ideas or responses
in the meeting.

Participation in Implementation
In the implementation of PAUD, parents are involved, one of which is in school funding, the
average school funding is fulfilled by parents. Then parents are also involved in school activities in
the form of study tours.
Not in line with this, on average parents are not involved in assisting children, both at home
and assisting in learning at school. Assistance at school is usually carried out by grandmothers, not
without reason, parents in Cemanggal, on average are working, both men and women, many of
whom work as factory workers and construction workers, where the work takes up their time. On
average, children's learning processes only take place at school, and parents rarely position
themselves as children's learning partners while at home.
Then in relation to parents' attention to the child's growth and development, parents claim
that communication between parents and teachers to discuss child development is still very rare.
Parent and teacher communication about the child's growth and development is generally
carried out at the time of receipt of report cards. This communication limitedness occurs because
the average parent does not assist the child in school, the average assistance is done by the
grandmother. Then the absence of parenting which is routinely carried out also helps complicate
communication between parents and teachers regarding child development. Based on parents'
acknowledgment, parenting in PAUD Al-Iman does not yet exist.
The conclusion from the participation of parents in the implementation of PAUD, that their
level of participation is limited to financing, further their participation has not been seen.

Participation in Benefit Taking

In taking benefits, parents claim that their children experience an increase in cognitive
abilities after school. The above illustrates that parents also enjoyed, or benefited from the results of
the implementation of PAUD, the same thing was conveyed by GK1 and GK2.

Participation in Evaluation
Parental participation in the evaluation of PAUD implementation, can be seen from how
parents assess, comment, and respond to the school programs that have been implemented, and
whether parents evaluate their children's growth and development. In relation to the parents'
criticism and suggestions regarding the ongoing school program, parents did not participate in
giving their criticisms and suggestions. In terms of evaluating the child's growth and development,
the average parent does not do it.
In conclusion, that participation in the evaluation of PAUD implementation, parents have
not played their role.

Factors Affecting Parental Participation

There are two factors that influence parental participation, namely personal factors and
environmental influences. First, personal factors, in this context, the thing that researchers are
trying to see is how the understanding, perceptions, and beliefs of research subjects regarding their
participation in early childhood education. The first point is about how participation is understood.
The average parent does not know what participation is and how it impacts or benefits the child's
growth and development.
Moreover, GK2 explained that the level of education had a great effect on the point of views
of parents regarding their child's education. Their low education makes them become not attentive
of their children's education. They believe the most important thing in children's education is
financing. In relation to the child's learning process, they fully surrender it to the teacher.
Besides education, work also contributes to the participation of parents. This situation is
exacerbated by the lack of directives from the teacher, how parents should participate. Directives
are only given by teachers to parents who have complaints about their children.
Second, environmental influences, it is considered normal when parents work, grandmothers
are caring for the children, parents only provide financing. Based on the view of the teacher, too,
that the environment is considered normal when parents do not participate in children's education as
they should.

Discussion
Types of Discussion
Participation in Decision Making
According to Mulyasa (2003), schools that involve parents professionally in developing
planning and decision making are done by establishing intensive communication, usually through a
student guardian meeting. The meeting of the guardian is usually used as a bridge of deliberation
between parents and teachers in order to achieve the best decision for the implementation of
children's education. The reality that occurs in Cemanggal is that there is no intense communication
between the school and parents. Based on interviews conducted by researchers, the participation of
parents who get married early is only limited to the presence of meetings, the rest, such as a
rejection or response to a program offer, the contribution of thoughts in the formation of the
program has not yet emerged.
Respondents believe that teachers already know what is best for the implementation of their
children's education, so they no longer need to participate in giving contributions in school
meetings.

Participation in Implementation
In relation to participation in implementation, the researcher highlighted several matters
relating to the movement of funds and resources. The first is related to school financing by parents.
In terms of financing, the average parent makes regular school payments, 6 respondents claim to be
routine every month, 2 respondents claim to pay school tuition every 3 months, while 1 respondent
claims to pay school fees at the end of each semester.
The fulfillment of school funding cannot be separated from the fact that, on average parents,
both mothers and fathers are workers, so that in terms of funding there are no significant setback.
For the livelihoods of 9 respondents on average as construction workers, 6 of the 9 respondents earn
a living as construction workers, with an average income of 80,000.00- / day.
Child assistance, both at school and at home, is an example of the role of parents in
supporting children's education. In Cemanggal, assistance is mostly held by grandmothers, 6 out of
9 children, school assistance is done by grandmothers, for mentoring children in terms of studying
at home, on average parents admit that their children do not study at home, but only at school. This
is certainly very unfortunate, given that in order for students to become enthusiastic about learning,
it is necessary to provide parental assistance (Akbar, 2011). Deeper according to Ambaryanti (2013)
that there is a significant relationship between parental learning assistance and the quality of student
learning outcomes.
The next point is related to communication between teacher and parents. Teachers and
parents should synchronize how the children's activities at home, outside the home and at school
through intense communication (Suryosubroto, 1990: 11). The communication explained by
Nugraheni (2014) communication between parents and teachers can help teachers understand the
child's character. In reality, what happened in Cemanggal is that communication between parents
and teachers is not going well. Communication regarding child development is carried out only at
the time of receipt of report cards. Respondents give reasons that they work, so they do not have
time to follow the child's development.
Exceptions in the case of children who have problems at school, the teacher will usually
provide information related to the child through the grandmother who deliver to school. This kind
of communication, according to Iriantara and Syaripudin (2013: 94), is used to solve existing
problems together.
Regardless of any consideration, the National Education System Law No. 20/2003 states
that in article 7 paragraph 1 explains the rights and obligations of parents that "parents have the
right to participate in choosing units of education and obtain information about the development of
children's education". This means that teachers should provide a medium of communication
between teachers and parents for the fulfillment of the rights of parents to know the development of
their children, for example through parenting.
The conclusion is that parents' participation in the implementation is only limited to funding
and participation in study tour activities.
Participation in Benefit Taking
The participation of parents in taking benefits relates to how the planned program is
implemented, namely the quality and quantity of the program. A program is said to be quality when
there is an increase in output, while a program is said to have a good quantity when the percentage
of program success is carried out, is it in accordance with the targets set (Dwiningrum, 2009: 39-
40).
In terms of benefit-taking, parents claim that their children have improved cognitive.
However, there are several aspects of early childhood development, cognitive is not the only one.
There are religious and moral values, thinking skills, language skills, social-emotional abilities,
physical-motor skills, and appreciation of the arts (Dikbud, 2014).
Examining the quantity aspect, the success of the planned school program, based on the
teacher's recognition that from the past three years, the activities carried out were the same, there
was no increase in percentage.
Apart from the limited quality and quantity of PAUD implementation as discussed above,
parents are happy with the results they get from sending their children to school.

Participation in Evaluation
According to Heinz (in Padmonodewo, 2003) parents are not always interested in preschool
education as a whole, but generally they are more curious about everything related to children's
activities, children's behavior, children's attitudes towards tasks, things that they like and what the
child dislikes, and the extent of the teacher's attention to their child. The results that researchers see
from parents who marry early, are that they do not have the will to know how their children are at
school, and how their children's development will be achieved. They believe that the task of
education is entirely left to school institutions.

Inhibiting Factor of Parental Participation in Early Childhood Education in Cemanggal

Parent participation is an active and initiative process that arises from parents and will
manifest as a real activity if parents have the will, ability, and opportunity to be involved. The
existence of the will and ability is arising from within parents, while opportunities can be given
from outside. Willingness and ability can arise if driven by sufficient knowledge about the
importance of parent involvement and the benefits to be gained (Persada, Pramono, &
Murwatiningsih, 2017).
The reality is that respondents' understanding of the concept of parental participation in
education is still in a narrow scope, only limited to funding. This then becomes the reason for how
they participate in the education of their children, which is limited to financing.
 Reviewing the age of the respondents, the researcher highlighted the important thing that
was implied, which is the phase jump from the child directly to adulthood. Ages that are generally
used for schooling, socializing with a broad environment, looking for experience in the world of
work, at the same age respondents were confronted with household affairs, pregnancy, childbirth
and having children. As a result, after giving birth to their children, they hand over their baby's care
to grandmothers, to then explore experiences as other people get, which is to enjoy the world of
work. This parent's busy schedule is in accordance with the opinion of Patmonodewo (2003: 127)
explaining that it is indeed normal when a young husband and wife have time to work outside the
home.

Closing
Results
Based on the results of research on the participation of parents (who get married early) in
Early Childhood Education in Cemanggal, it can be concluded that:
1. Parental participation in decision making, implementation, benefit-taking and evaluation has
not yet emerged.
2. There are two inhibiting factors of the participation of parents who marry early in Early
Childhood Education in Cemanggal. First, personal, there are ideas that parental
participation in education is limited to financing. Second, social influence factors, at the
productive age, Cemanggal people generally work, especially mothers after giving birth to a
child they will ask their grandmothers to take care of the children.

Recommendation
Based on the conclusions above, it can be suggested relating to the participation of parents
(who get married early) in Early Childhood Education in Cemanggal as follows:
1. For School
Education becomes a spear in the growth of an area. In practice the world of education is
very broad, not only taking place in the classroom, but also in the home, parental
participation is important in children's education. The existence of education in the two
places alone is not enough, there must be synchronization between the two, this is where the
place for parenting is needed. It would be very beneficial when parenting is implemented,
both for teachers, children and parents. With the emergence of the relationship between
parents and school, then automatically, parental participation will increase.
 2. For Teachers
Teachers, besides dealing with children, also relate to parents, meaning that the teacher can
actually be a stimulus of parental awareness in participating, for example through mandatory
attendance at meetings, or through the procurement of teacher and parent communication
books.
3. For next researchers
Researchers found cases of the participation of parents who married early had not yet
appeared in early childhood education, in fact that education became the chain behind the
complexity of life there. So that future researchers, it is necessary to look for loopholes, how
to change the mindset of education, in the eyes of those who ignore education, maybe it can
be through the media, or certain ways.
4. For local government
Seeing some of the negative aspects of early marriage, the local government should be able
to make an effort that can minimize the occurrence of early marriage, for example through
marriage counseling.
5. For society
It is necessary to establish various positive activities for youth, in order to reduce the
number of early marriages, for example youth groups or nature/outdoor activities etc.

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