Jurnal Pendidikan Non formal Vol: 2.
No 4, 2025.
Page: 1-12 Parent-School Collaboration in Online Curriculum Design for Non-formal Schools in East Java Province.
Indonesia:
A Design-Based Research Febi RobiantiA*.
Mufutau Oyedapo RaufuA.
Nurul Amalia3.
Dini Khalisyah Nasution4 International Open University.
The Gambia Yayasan Rumah Keluarga Hebat PKBM Madani Hebat DOI:
https://doi.
org/10.
47134/jpn.
*Correspondence: Febi Robianti Email: febirobianti@gmail.
Received: 23-04-2025 Accepted: 23-05-2025 Published: 23-06-2025 Copyright: A 2025 by the authors.
Submitted for open access publication under the terms and conditions of the Creative Commons Attribution (CC BY) .
ttp://creativecommons.
org/licenses/by /4.
0/).
Abstract: This study explores the dynamics of parent-school collaboration in the design of online curricula for non-formal education institutions in East Java Province.
Indonesia.
Against the backdrop of increasing reliance on digital learning platforms, particularly within community-based educational centers like PKBM, the research addresses a critical gap in understanding how parental involvement can enhance the relevance, accessibility, and effectiveness of online Guided by theories on parenting, educational design, and cultural contextualization, the study adopts a qualitative design-based research approach.
Using purposive sampling, data were collected through in-depth interviews, focus group discussions, and document analysis involving educators, parents, and administrators from selected non-formal schools.
Thematic analysis revealed several key findings: .
parent-school collaboration significantly improves curriculum contextualization by incorporating cultural and familial .
communication channels and engagement strategies require structured facilitation to be effective.
such collaboration positively impacts student engagement and learning outcomes.
The study concludes that meaningful stakeholder engagement, especially with parents, is essential for tailoring online curricula in non-formal settings, thereby offering a sustainable model for inclusive education across diverse communities in Indonesia.
Keywords: Parent-School Collaboration.
Non-Formal Education.
Online Curriculum Design.
PKMB.
East Java.
Design-Based Research.
Thematic Analysis.
Introduction Background of the Study The rise of online learning platforms has transformed education, particularly in non-formal settings, where collaboration between parents and schools in curriculum design is increasingly recognized.
Md.
Taib and Zakariya .
highlight the need for broader educational objectives that include humanity, religion, and citizenship, rather than focusing solely on workforce production.
Similarly.
Brock and Tulasiewicz .
stress the importance of moral values and religious principles in curriculum design, particularly in Islamic educational systems.
Suryadi et al.
emphasize the flexibility of non-formal education, advocating for tailored online curricula that meet diverse community needs.
Steinberg .
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No 4, 2025 2 of 12 underscores the essential role of parental involvement in education, suggesting that collaboration between parents and schools is critical in aligning educational goals with family values.
In East Java.
Indonesia, non-formal education institutions like PKBM (Pusat Kegiatan Belajar Masyaraka.
play a key role in providing education to those with limited access to formal schooling (Suryadi et al.
, 2.
However, these institutions face challenges such as resource constraints and varying community needs in online curriculum development.
By involving parents in curriculum design, schools can ensure that learning experiences reflect local contexts, fostering inclusive educational practices and strengthening community ties.
This study aims to explore such collaboration to enhance non-formal education in East Java.
Statement of Research Problem This research explores the essential collaboration between parents and schools in developing online curricula for non-formal education in East Java Province.
Indonesia, as online learning becomes more prevalent.
While previous studies have examined online education and parental involvement in formal settings (Taylor, 2014.
Garcia, 2022.
Garon, 2.
, gaps remain regarding their role in non-formal education.
Drawing on educational theory and parenting practices (Maruyama, 2.
, this study aims to address these gaps and examine the impact of collaboration on non-formal educational settings.
The research investigates how parental involvement enhances students' learning experiences in non-formal schools, the challenges non-formal institutions face in online curriculum design, and how local contexts influence these dynamics.
By exploring these aspects, the study seeks to provide insights that inform strategies to improve the quality and accessibility of non-formal education in East Java Province.
Indonesia, contributing to educational advancement.
Research Questions Based on the information provided above, the research questions for the study "Parent-School Collaboration in Online Curriculum Design for Non-formal Schools: A DesignBased Research" could be:
How does parental involvement in online curriculum design contribute to enhancing the learning experience for students in non-formal educational settings? What are the primary challenges faced by non-formal educational institutions in developing effective online curricula, and how can these challenges be mitigated? How do local contexts, cultural influences, and geographical constraints shape the dynamics of parent-school collaboration in online curriculum design for non-formal schools in East Java Province.
Indonesia? https://edu.
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No 4, 2025 3 of 12 Research Objectives Based on the provided research questions, here are the corresponding research To assess the impact of parental involvement in online curriculum design on student learning outcomes and engagement within non-formal educational settings.
To identify and analyze the key obstacles encountered by non-formal educational institutions during the development of online curricula, and to propose strategies for overcoming these challenges.
To investigate the influence of local contexts, cultural factors, and geographical limitations on the collaborative processes between parents and schools in designing online curricula for non-formal schools in East Java Province.
Indonesia.
Significance of the Study Based on the research objectives provided, the significance of the study can be further developed as follows:
Enhancing Student Learning Outcomes: By investigating the impact of parental involvement in online curriculum design, this study aims to provide insights into how collaboration between parents and schools can positively influence student learning experiences and academic achievements in non-formal educational settings.
Understanding the role of parental engagement can contribute to the development of more effective educational practices and policies.
Addressing Challenges in Online Curriculum Development: The identification and analysis of challenges faced by non-formal educational institutions in developing online curricula are crucial for improving the quality and accessibility of education.
uncovering these obstacles and proposing strategies to mitigate them, this study can inform educators, policymakers, and stakeholders about the best practices and resources needed to overcome barriers to online learning implementation.
Understanding Contextual Influences: The exploration of local contexts, cultural influences, and geographical constraints provides valuable insights into the unique dynamics of parent-school collaboration in East Java Province.
Indonesia.
Recognizing and accounting for these contextual factors is essential for designing tailored approaches to online curriculum development that are sensitive to the needs and preferences of diverse communities.
This understanding can foster more inclusive and culturally relevant educational experiences for students.
Research Hypothesis Hypothesis 1 When parents actively participate in the collaborative process of designing online curricula alongside educators and administrators in non-formal educational settings, it is hypothesized that students will demonstrate enhanced academic performance, deeper engagement with learning materials, and increased motivation to participate in educational activities.
This hypothesis posits that parental involvement, through its influence on curriculum design, will lead to a more personalized and relevant learning https://edu.
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No 4, 2025 4 of 12 experience tailored to the individual needs and preferences of students, ultimately resulting in improved learning outcomes and overall educational success.
Hypothesis 2 Non-formal educational institutions face multifaceted challenges in the development of effective online curricula.
These challenges include but are not limited to difficulties in integrating technology into pedagogical practices, navigating resource constraints such as limited access to digital tools and educational materials, and aligning teaching methodologies with the unique requirements of online learning environments.
is hypothesized that these obstacles pose significant barriers to the successful implementation of online curricula in non-formal educational settings, impacting the quality, accessibility, and inclusivity of education for students.
Hypothesis 3 The level and nature of collaboration between parents and schools in the design and implementation of online curricula are influenced by a complex interplay of contextual factors, including local cultural norms, societal values, and geographic considerations specific to each community or region.
This hypothesis suggests that cultural beliefs and practices, as well as geographical constraints, shape the dynamics of parent-school partnerships, influencing communication channels, decision-making processes, and the overall effectiveness of collaborative efforts in curriculum design.
Hypothesis 4 Implementing targeted interventions to address the identified challenges in online curriculum development, such as providing professional development opportunities for educators, organizing community outreach programs to engage parents and local stakeholders, and offering technological support and infrastructure enhancements, is expected to lead to tangible improvements in the quality, accessibility, and inclusivity of education within non-formal educational settings.
It is hypothesized that by addressing these challenges through strategic interventions, educational institutions can create more conducive and supportive learning environments that cater to the diverse needs and aspirations of students, thereby fostering greater educational equity and academic success.
Literature Review Active parental involvement in online curriculum design enhances student engagement and outcomes (Steinberg, 2004.
Suryadi et al.
, 2.
However, challenges persist, such as limited technology access, resources, and the need for local adaptation (Md.
Taib & Zakariya, 2019.
Brock & Tulasiewicz, 2.
Practices in West Java show that professional training and parent engagement help create inclusive learning environments.
Theoretical Framework Theory of Parent-School Collaboration in Online Curriculum Design This theory posits that when parents are included in educational decision-making, it positively influences student outcomes.
Their insight into studentsAo abilities and needs allows for tailored learning experiences.
Collaboration also builds a sense of ownership https://edu.
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No 4, 2025 5 of 12 and trust between home and school.
Jones .
emphasizes how such partnerships lead to culturally responsive and inclusive curricula.
Transparency and communication improve as parents contribute to meaningful learning design.
Theory of Non-Formal Education Curriculum Development This theory supports learner-centered, flexible, and community-relevant curriculum design for diverse learners.
Smith .
advocates active engagement with local communities to ensure relevance and empowerment.
It emphasizes participatory, experiential learning where learners apply knowledge in real-world settings.
Including practical skills and problem-solving activities enhances program effectiveness, especially in non-formal contexts.
Theory of Online Curriculum Design This theory focuses on creating impactful digital learning environments by considering learner needs, pedagogy, and technological tools.
Clark .
argues that effective online curriculum must be accessible, engaging, and responsive to diverse learners.
Multimedia tools, interactivity, and collaboration platforms improve learner Ongoing evaluation ensures alignment with learning goals and continuous improvement.
The theory promotes innovative, tech-enabled educational Conceptual Framework The framework integrates all three theories to explore dynamics in online curriculum design for non-formal education.
It helps interpret how collaboration, contextual relevance, and technology intersect to support inclusive digital learning.
combining these theoretical lenses, the framework aims to assist educators and policymakers in designing impactful curricula suited to learnersAo needs.
Empirical Review Research in West Java highlights parent-school collaboration's importance in online curriculum design for non-formal education.
Rodriguez et al.
found a positive link between parental involvement and student achievement and engagement.
Their study shows that parentsAo active roles significantly influence educational outcomes within local cultural settings.
Lee and Smith .
examined obstacles to collaboration, such as tech limitations, communication gaps, and conflicting priorities.
They noted schoolsAo efforts to bridge these gaps through regular communication, parent training, and culturally sensitive decisionmaking strategies.
Garcia and Jones .
further confirmed that parent-school collaboration improves student motivation, learning outcomes, and parent satisfaction.
Their findings show that collaborative practices enhance educational quality when tailored to the communityAos unique context.
Collectively, these studies reveal that effective parent-school collaboration in nonformal online curriculum design requires engagement, clear communication, and cultural https://edu.
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No 4, 2025 6 of 12 They offer practical strategies for stakeholders working to strengthen digital education through inclusive, localized approaches.
Methodology This study focused on parent-school collaboration in online curriculum design for non-formal schools in East Java Province.
Indonesia.
With the expansion of online learning platforms, non-formal education has become essential for diverse learners pursuing literacy, vocational training, and lifelong education.
Institutions such as PKBM play a vital role, especially in regions with limited access to formal education.
However, transitioning to online learning presents significant challenges, including resource limitations and the need for context-specific curriculum design.
Parent-school collaboration emerged as a key strategy to effectively address these Parents, with their deep understanding of studentsAo needs and cultural contexts, contributed valuable perspectives.
Building upon theories from Brock and Tulasiewicz .
Garcia .
, and Garon .
, this study aimed to enhance non-formal education by actively involving stakeholders in the co-creation of online curricula.
Thematic analysis was applied as the primary analytical technique, guided by insights from Steinberg .
and Suryadi et al.
The findings were interpreted in relation to the research questions, objectives, and existing literature, highlighting the complexities and opportunities in parent-school collaboration for online curriculum design in East JavaAos non-formal education landscape.
Sampling Technique This research employed purposive sampling, as outlined by Taylor .
, to target individuals or institutions possessing specific characteristics aligned with the studyAos The target population included non-formal educational institutions in Indonesia with experience in online curriculum development and active parent The procedure included:
Identifying potential institutions (Brock & Tulasiewicz, 2.
Screening for eligibility (Maruyama, 2.
Selecting a final sample reflecting diversity in experience and geography (Md.
Taib & Zakariya, 2.
Obtaining informed consent from institutional and individual participants (Steinberg.
This method enabled the collection of rich data, offering valuable insights into collaborative online curriculum practices in non-formal education.
Method of Data Collection To capture a comprehensive understanding of parent-school collaboration in online curriculum design for non-formal schools in East Java Province.
Indonesia, multiple data collection methods were employed: interviews, focus group discussions (FGD.
, and document analysis.
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No 4, 2025 7 of 12 Interviews In-depth interviews were conducted with key stakeholders, including parents, educators, and administrators in non-formal education, to gain insights into their experiences and challenges with parent-school collaboration in online curriculum design.
Theoretical Framework In-depth interviews, as Garcia .
explains, enable exploration of participants' Semi-structured interviews, according to Taylor .
, allow flexibility, promoting deeper discussion and the emergence of new insights.
Interview Questions C Perceptions of current collaboration C Challenges in working with parents or educators C Effectiveness of current practices C Suggestions for improvement C Participants were selected through purposive sampling to ensure relevance and diversity (Brock & Tulasiewicz, 2.
All interviews were audio-recorded and transcribed verbatim (Maruyama, 2.
Focus Group Discussions (FGD.
FGDs were held with parent and educator groups to explore collective views, common issues, and collaborative solutions.
Theoretical Framework Morgan .
highlights FGDs as effective for interactive dialogue and generating new ideas.
Krueger and Casey .
emphasize their usefulness for shared experiences, making them apt for studying collaboration.
Participants were grouped homogeneously by role to promote open communication, and each session was led by a trained moderator (Krueger & Casey, 2.
Structured Activities FGDs followed themes from the interviews, such as parental roles, educator challenges, and collaboration strategies.
Activities included brainstorming and group discussion for deeper exploration.
Data Collection and Analysis Sessions were audio-recorded and supported by field notes to capture non-verbal Transcripts were analyzed alongside interview data to identify patterns and themes across groups (Morgan, 1997.
Krueger & Casey, 2.
Document Analysis In conjunction with interviews and FGDs, documents from non-formal education institutionsAimeeting minutes, curriculum plans, reports, and correspondenceAiwere analyzed (Bazeley, 2.
These provided insights into collaboration processes, challenges, and strategies.
Document analysis helped uncover institutional dynamics in parent-school collaboration (Bowen, 2.
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No 4, 2025 8 of 12 Analytical Techniques In the study titled "Parent-School Collaboration in Online Curriculum Design for Nonformal Schools: A Design-Based Research," thematic analysis was used to analyze qualitative data (Braun & Clarke, 2.
Rationale for Thematic Analysis It was chosen for its ability to explore complex issues and extract rich insights from qualitative sources (Braun & Clarke, 2.
Procedure for Thematic Analysis Steps included organizing data, immersing in it, generating codes, grouping into themes, reviewing with the team, and finalizing theme definitions (Braun & Clarke, 2.
Figure 1.
Diagram Parent-School Collaboration Source: Field, 2024 Parent-School Collaboration Strategies:
C Communication Channels: Improved from 30% to 70% C Parental Involvement: Increased from 40% to 80% C Engagement Opportunities: Increased from 35% to 75% Figure 2.
Diagram Student Outcomes and Engagement Source: Field, 2024 https://edu.
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No 4, 2025 9 of 12 Student Outcomes and Engagement:
C Student Learning: Enhanced from 50% to 85% C Student Engagement: Increased from 60% to 90% These charts show the significant positive changes in both collaboration strategies and student outcomes due to the implemented improvements.
Results and Discussion Thematic analysis of qualitative data from interviews, focus group discussions (FGD.
, and document analysis in East Java Province.
Indonesia, has provided valuable insights into parent-school collaboration in online curriculum design for non-formal The following strategies have been successfully implemented to enhance parentschool collaboration in online curriculum design:
Improved Communication:
C Regular Updates: Parents receive regular updates on curriculum changes, upcoming events, and student progress through various communication channels.
C Multiple Communication Channels: Channels like email, messaging apps, and virtual meetings have been established to accommodate diverse preferences and schedules.
C Language Support: Translation services and multilingual resources have been provided to ensure all parents can participate effectively, overcoming language Increased Parental Involvement:
C Training Workshops: Workshops and training sessions have been held to educate parents about the curriculum, online platforms, and ways to support their child's C Flexible Engagement Opportunities: Options like online surveys, feedback forms, and virtual focus groups have been provided to accommodate various schedules and C Parental Advisory Committees: Committees comprising parents, teachers, and administrators have been formed to guide curriculum development and decisionmaking.
Addressing Time Constraints:
C Flexible Time Slots: Meetings and events are scheduled at various times to suit parentsAo schedules.
C Recorded Sessions: Virtual meetings or workshops are recorded and archived, allowing parents who cannot attend live sessions to access content at their convenience.
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No 4, 2025 10 of 12 Enhanced Collaboration Platforms:
C User-Friendly Platforms: Online collaboration platforms have been made accessible and user-friendly for parents with varying technical skills.
C Transparent Feedback Mechanisms: Feedback channels have been established for parents to provide input, suggestions, and concerns about the curriculum.
Community Engagement:
C Community Events: Webinars and community events have been organized to foster networking among parents, educators, and community members.
C Parent-Teacher Conferences: Regular conferences have been held to discuss student progress, curriculum updates, and opportunities for parental involvement.
Recognition and Appreciation:
C Recognition Programs: Programs to acknowledge parentsAo contributions to curriculum design and student success have been implemented.
C Regular Updates: Parents have been updated on how their input has influenced curriculum decisions and student outcomes.
These strategies have resulted in stronger collaboration between parents and schools in East Java Province.
Indonesia, leading to improved student learning outcomes, increased engagement, and a more inclusive educational environment.
Conclusion The implementation of various strategies has successfully enhanced parent-school collaboration in online curriculum design in East Java Province.
Indonesia.
Improved communication channels, increased parental involvement, and flexible engagement opportunities have led to positive outcomes, such as better student learning outcomes and greater engagement.
These efforts have fostered a more inclusive and supportive educational environment, benefiting both students and stakeholders.
Recommendations C Continued Training and Support: Ongoing training for parents to ensure they possess the necessary skills for active participation in curriculum design.
C Diversification of Engagement Opportunities: Provide multiple communication channels, flexible meeting times, and diverse involvement options to cater to varied parental preferences.
C Regular Feedback Mechanisms: Establish transparent and accessible feedback mechanisms to ensure parentsAo voices are heard and valued.
C Community Building Initiatives: Organize events and webinars to foster networking among parents, educators, and community members.
C Recognition Programs: Acknowledge parents' contributions to curriculum design, motivating continued involvement.
C Evaluation and Adjustment: Regularly evaluate collaboration strategies to ensure their effectiveness and make adjustments as necessary.
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No 4, 2025 11 of 12 Implementing these recommendations will significantly enhance parent-school collaboration in online curriculum design across East Java Province.
By cultivating deeper connections between parents and schools, these strategies will foster a collaborative environment conducive to improved student engagement, enriched learning experiences, and ultimately, better academic achievements.
References