Problem-Based Learning on Parenting Programs at Early Childhood
Education Institutions in Indonesia
Sardin Sardin
Departemen Pendidikan Luar Sekolah/Pendidikan Masyarakat
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, Indonesia
sardin@upi.edu
Keywords: parenting, early childhood education, problem-based learning.
Abstract: In the last five years, parenting program is a program that must be implemented by early childhood education
institutions. The aim of this program is improving the parent's competence in caregiving in the family.
Currently, the parenting program model has been implemented variably in accordance with the capabilities of
each early childhood education institutions, so there has not yet been found the most effective specific model
to be applied in Indonesia that addresses issues and problems, socio-cultural, and parents conditions. Many
models have been done, one of which is the problem-based learning model. This model raises the real
problems faced by parents in carrying out parenting in the family to further serve as a subject matter in
parenting program. This study was conducted in Bandung, West Java, with participants of early childhood
education manager institutions and parents who participated in parenting program in early childhood
education institutions selected using purposive sampling. The results show that parenting has benefits for
parents in improving self-efficacy, building effective communication within the family, controlling emotions
in parenting, and building family co-operation. This result implies that the problem-based learning model in
the parenting program has been effective in improving the quality of family care.
1 INTRODUCTION
Problem-based learning (PBL) is a learning activity
that has been done in many learning activities at all
levels of education. Learning models place learners as
learning centers and use problems as learning
materials with emphasis on self-directed learning
(SDL) (Carriger, 2015). This learning encourages
learners to have the ability to apply learning activities
independently and solve problems using high-level
thinking (Hung, 2009). There have been many
research studies that examine the effectiveness of
problem based learning. Research conducted by
Turan and friends about the effectiveness of tutors in
learning, found that tutors have a very important role
in problem-based learning, especially directing
learners in solving problems that become topics of
learning (Turan, Elçin, Odabaşi, Ward, and Sayek,
2009).
The effectiveness of problem-based learning on
non-formal learning, encourage parenting program
managers to make problem-based learning as a
learning approach. In the parenting program with the
target of adult learners, then the problem based
learning becomes one of the appropriate choice as an
approach in adult learning (Merriam, 2010). This is
based on the assumption that adults have different
learning characteristics, namely; (a) As a person
matures, his or her self-concept moves from that of a
dependent personality toward one of a self-directing
human being; (b) An adult accumulates a growing
reservoir of experience, which is a rich resource for
learning; (c) The readiness of an adult to learn is
closely related to the developmental tasks of his or her
social role; dan (d) There is a change in time
perspective as people mature from future application
of knowledge to immediacy of application. Thus, an
adult is more problem centered than subject centered
in learning.
The abilities of parents to do parenting in the
family is a necessity. Many studies show that parental
care in the family affects the child's growth and
development (Respler-Herman, Mowder, Yasik, and
Shamah, 2012). In the ecological system theory,
parents and families are micro environments that have
166
Sardin, S.
Problem-Based Learning on Parenting Programs at Early Childhood Education Institutions in Indonesia.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 166-172
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
the greatest impact on child behavior (Jeon, Buettner,
and Hur, 2014). However, this condition is not fully
realized by the parents, where there are still many
parents who do not have the ability to educate their
children well. Not infrequently parents do actions that
are not appropriate, both in the form of verbal and
nonverbal behavior. Some studies have found that the
causes of parents for violence against children are
insufficient knowledge about child care, from birth,
breastfeeding, feeding, health care, and other aspects
of development (Goldstein, 2013). Research
conducted by Sumargi et al., found that the quality of
care in the family is determined by the experience of
the parents (Sumargi, Sofronoff, and Morawska,
2013).
Efforts to improve the quality of care in the family
today are of concern to the ministries of education and
culture. The main purpose of this program is to
improve parenting skills in family care. This program
is named as a parenting program implemented by
ECE institutions or other credible institutions.
Parenting programs are generally an integrated
activity with early childhood education programs that
place parents as intermediate goals of early childhood
education programs. The activity is conducted
through five main activities, namely; a) classes for
parents, b) parents as companion teachers in joint
activities at school, c) outside together activities, c)
home visits, and d) parental consulting services.
These five parenting activities are currently becoming
the basis for the organization of parenting at early
childhood education institutions in Indonesia.
Parenting programs are implemented with the aim
of improving the quality of care that takes place
within families characterized by; the ability to care
for children, the ability to provide the right food, the
ability to maintain the child's health, the ability to
provide the right stimulation, the ability to
communicate well, and so forth. In order to achieve
the goal well, some providers of early childhood
education programs develop the most appropriate
models. One of the models conducted by ECE
institute in Bandung City is parenting by using
problem solving approach.
This study is intended to explore and analyze
parenting program model models using problem-
based learning approaches and their impact on
parenting behaviors performed by parents at home.
2 LITERATURE REVIEW
2.1 Parenting and Parenting Program
The family is the first environment known to the child
(Plomin and Daniels, 2011) or better known as a
school/first school for children (Wahy, 2012). What
happens to the family is the important stimulation in
building child development. The child's age in this
period is also called the golden age, which is a critical
period that will determine the future of the child.
Bloom states that the variability of intelligence by
50% is determined in children aged 0-4 years. Thus
the importance of this age in determining the
development of the next child then the good
stimulation of the child becomes something very
important to do.
The first parenting task is the parents and the
environment of his little family. The family is a
micro-environment that provides early stimulation of
the child (Härkönen, 2007). In ecological system
theory Bronfenbrenner, families need to be given
early intervention so that parents have the
competence to be able to provide appropriate care to
the child (Denham, 2006). The micro-system is the
closest circle to the child that includes activities and
patterns of direct interaction of the child with his
immediate environment such as interaction with
parents, family members including brother and sister,
school, peers, toys and relationships/interactions and
roles in the family child (Bronfenbrenner and Morris,
2006).
The microenvironment is the first environment
known to the child, the family and the closest peers.
In this micro-environment adults and parents around
children have a great influence on the growth and
development of children. Moreover, children in the
early years had rapid growth and development.
Overall, greater parental knowledge has been
associated with more positive child developmental
outcomes and greater parenting competence.
However, the knowledge measures used have largely
assessed developmental milestone knowledge and
alternate or more complex types of parental
knowledge have not been examined (Morawska,
Winter, and Sanders, 2009).
On the other hand, some research reviews have
found that the quality of care in the family has an
impact on children's creativity (Fearon, Copeland,
and Saxon, 2013). This review high- lighted a variety
of parenting factors, including parenting styles that
influence creativity. Specifically the review pointed
out that creative children have parents who treat them
with respect, have confidence in their abilities, give
Problem-Based Learning on Parenting Programs at Early Childhood Education Institutions in Indonesia
167
them responsibility with autonomy and freedom, and
expect them to do well. However, that parenting
confidence would be negatively correlated with
dysfunctional parenting such that those parents with
higher confidence levels would score lower on a
measure of dysfunctional parenting than those with
lower confidence levels (Fearon et al., 2013).
Taking note of some of the above, the parent's
knowledge of parenting becomes the basis for parents
to provide good parenting for children. Knowledge
gained through direct learning experiences, both on
their own and in the learning experience of others.
Through parenting program is expected to improve
the quality of parent knowledge in educating children.
2.2 Problem-Based Learning
There have been many studies on problem-based
learning as an effective learning model used in
various learning situations. From the results of meta-
analysis to several studies found that PBL gives a
positive effect on the ability (skill) learners (Dochy,
Segers, Van den Bossche, and Gijbels, 2003).
Research conducted by Wafaa and Nahed found that
PBL as a method and philosophy is a widely adopted
and effective approach to fostering deeper approach
to learning, autonomy, critical thinking and self-
directed learning among nursing student (Wafaa and
Nahed, 2010). This is also in line with the results of
research conducted by Yew, Chg, and Schmidt, was
found that the learning in each phase of the PBL
process is shown to be strongly influenced by the
earlier phase, thus providing support for the PBL
cycle of initial problem analysis, followed by self-
directed learning, and a subsequent reporting phase as
described by various authors (Yew, Chng, and
Schmidt, 2011).
Problem-based learning is a learning approach
that creates a real problem, in which the problem
encourages learners to identify the underlying cause
of the problem, develops alternatives to solve the
problem, and encourages the involvement of all
learners in solving the problem. A key element in
problem-based learning is the contextualization of
problems solved through the effort of collecting
information done by learners, ranging from
identifying the information needs that learners should
know and identifying existing information gaps with
the missing ones needed to solve the problem
(Peterson, 2004).
Problem-based learning emphasizes the readiness
of learners in learning. Learners in this case need to
elaborate first problem to be solved. Furthermore,
through small and large groups, learners analyze the
problem through discussion. In the process each
learner performs activities of mutual learning through
the process of knowledge transformation between
them (De Grave, Schmidt, and Boshuizen, 2001).
Problem-based learning also combines theory and
practice, and applies knowledge and ability to
develop various ways of solving problems already
formulated (Savery, 2006). This condition
encourages learners to learn more independently,
critically, and understand the relevant concepts and
theories to solve the problems discussed in the
learning activities. Therefore PBL is also called as a
contextual learning, because it solves a contextual
problem (Marra, Jonassen, and Palmer, 2014).
In another view, problem-based learning is
categorized as a constructivist model of learning, in
which learners build their knowledge on the basis of
experience that has been received (Leddington
Wright, Duncan, and Savin-Baden, 2015). The
knowledge gained is the result of the marriage
between the experiences possessed by the
strengthening done by the instructor in the training
activities. This learning develops social interactions
that can enrich the participants' learning experience,
through the process of discussion, reflection,
criticism, and the delivery of ideas from each
participant (Yusof, Hassan, Jamaludin, and Harun,
2012).
Silver (2004) consider that the problem-based
learning includes of self-directed learning (SDL).
Following SDL, students apply their new knowledge
and evaluate their hypotheses in light of what they
have learned. At the completion of each problem,
students reflect on the abstract knowledge gained.
The teacher helps students learn the cognitive skills
needed for problem solving and collaboration.
Because students are self-directed, managing their
learning goals and strategies to solve PBL’s ill-
structured problems (those without a single correct
solution), they also acquire the skills needed for
lifelong learning (Hmelo-Silver, 2004).
In Problem-based learning, learning cycle done
through 6 stages; 1) problem scenario, 2) identify
fact, 3) generate hypothesis, 4) ID knowledge
deficiencies (self-directed learning), 5) apply new
knowledge, and abstraction. Visually the cycle can be
seen in figure 1.
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168
Figure 1: The Problem-based learning cycle.
Source: (Hmelo-Silver, 2004)
3 RESEARCH METHODOLOGY
3.1 Participants
This research is conducted at ECE institution as
parenting program organizer with participant is
institute manager and parents who follow program.
Because this study is intended to explore the various
phenomena found during learners (parents) following
a parenting program, the qualitative approach is the
approach chosen in this study. Participants involved
were 10 students (parents) selected purposively, i.e.
those who have been actively involved in the
parenting program.
3.2 Procedures
This research is conducted by collecting information
from each stage of PBL implementation (Wood,
2003):
Clarify terms and concepts not readily
comprehensible
Define the problem
Analyse the problem
Draw a systematic inventory of the explanation
inferred from step 3
Formulate learning objectives
Collect additional information outside the group
Synthesise and test the newly acquired
information
From all these stages, the next researcher
conducted an in-depth analysis based on data
obtained through interviews to parenting program
participants. Interviews were conducted with
reference to the opinion of Savin-Baden and Major
(2003) who suggested that research to test PBL is
done by asking several questions, namely:
What is concern?
What does are involved concerned?
How might the situation be mapped and
understood
What can be done?
What should be done?
How will data be collected?
How may conclusions be checked to ensure that
they are reasonably fair?
How will the significance of the action be
presented and explained?
How has change taken place?
What practice still need to be examined and
possibly change? (Leddington Wright et al.,
2015)
3.3 Method
The method used in this research is the project with
the main data collector through focus group
discussion, observation, and interview. Data collected
during the parenting program was conducted on three
groups of parenting program participants.
Observations are conducted to illustrate the
participant's participation during the process of the
activity, which is seen from; participant responses in
answering instructor questions, conformity of
answers with questions asked, and courage
participants in expressing their opinions.
3.4 Data Analysis
As a qualitative research, this study more describes
the incident during the study took place. The data
presented hereinafter interpreted using thematic
approach. Thematic approach is a fundamental
process of analysis that includes a theme or several
themes that are considered to give meaning to what is
done (Leddington Wright et al., 2015). The use of the
theme analysis follows the flow of thought developed
by Braun and Clarke (2006) which illustrates the
thematic analysis as follows:
Familiarise yourself with your data
Generate initial codes
Search for themes
Review themes
Define and name themes
Produce the report (Leddington Wright et al.,
2015)
Problem-Based Learning on Parenting Programs at Early Childhood Education Institutions in Indonesia
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4 RESULTS AND DISCUSSION
Results from the Focus Group Discussions were
carried out by thematic analysis as described above.
Themes in the analysis ranging from the suitability of
the material discussed, the process of implementation
of learning, the timing of learning, media used, and
the results achieved from the learning program.
4.1 Identify Problem and Response
Participants
Parenting programs raise issues faced by parents in
parenting in the family. The problem generally
involves three main points, namely; care and health
care, feeding, and stimulation of child development,
including interaction and educational
communication. So far, parents do not have enough
ability to do good parenting in the family, so it is not
uncommon to find parents who make mistakes in
caring, nurturing, and stimulate the child.
The use of problem-based learning model in
parenting program responded positively by the
program participants. Generally, program
participants think that parenting programs should
solve parenting problems that are felt by parents at
home. Below are the results of discussions obtained
from instructors and parenting program participants.
The left column contains the expression of the top ten
expectations of the parent to the child, while the right
hand column contains about the ten highest behaviors
that keep parents' expectations alive. This table 1 is
filled through a brainstorming process guided by the
instructor.
Table 1: Identify of parenting problems.
Parents’ Expectation on
Children
Parental behavior that
keeps away from
expectations
Sholeh (be a good
moslem)
Scold
Smart
Leaving alone
Dutiful to parents
Blame
Fond of helping others
Pinch
Discipline
Slap
Independent
Give a bad example
Be noble
Pamper
Diligently helping the
elderly
Telling
Creative
Setting / not giving
freedom
This pattern of identification of learning materials
is seen as providing a valuable learning experience
for learners. Here are two participants from two
different groups who expressed their opinions:
“...for me this way of learning is different from
other ways of learning. Usually we are given material
that sometimes does not match what we
experience...”
The other participants expressed their opinion:
“....I realized that what I had done so far did not
match expectations, so this model of learning has
built my awareness of the mistakes I've been
making...”
4.2 Learning Activities
In the learning activities, it appears that all parenting
participants are invited to express their experiences
and opinions. Some participants seemed hesitant in
expressing their opinions, especially on participants
over the age of 40. Nevertheless, all program
participants convey experience that can be used as
training materials by the instructor. At this stage the
participants brainstormed on what should be done to
achieve predetermined expectations (see in Table 2).
Table 2: Parents Effort to Achieve Expectations.
Parents’ Expectation on
Children
Parent's Behavior to
Achieve Expectation
Sholeh (be a good
moslem)
Involve children to
worship together
Smart
Guide in home study
Dutiful to parents
Treat children well
Fond of helping others
Invite the child to get used
to sharing
Discipline
Giving responsibilities
Independent
Giving responsibilities
Be noble
Provide good examples
Diligently helping the
elderly
Invite to cooperate
Creative
Provide facilitation in play
and learning
From the lessons learned, we got some opinions
from the Participants, among others:
A young woman in her 20s expressed her opinion
about this learning process:
“....many of the behaviors that I have been doing
are contrary to what is expected. It takes patience and
perseverance in educating children, so that children
understand exactly what we mean...”
A 40-year-old woman added:
“....learning from what we experience is much
more meaningful than learning from the experiences
of others. I am increasingly aware that the mistakes I
make can be a valuable experience to educate
children for the better...”
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The learning process has also provided an
experiential learning-based learning model, so that
the experience possessed by learners becomes more
comprehensive.
4.3 Result of Learning
Learning outcomes achieved from parenting
programs that use PBL can be seen from several
things, namely; the cognitive aspects, which include
the participants' understanding of the material
discussed, the affective aspects; courage to express
opinions, participation during the learning process,
tendency to change attitude, respect others opinion,
and openness to accept criticism submitted by others,
while psychomotic aspects include skills to stimulate
the development according to the material discussed
in the training.
Changes in the cognitive aspects can be seen from
the participants' understanding of the material
discussed. Results of interviews with respondents
aged 30 annual obtained results as follows:
“....the lesson being discussed is actually very
simple but for me it is enough to give an important
meaning, because all this time what I think is true is
not true...”
Other participants of the same age added:
“....initially I thought would get the material that
is out of habit every day, it turns out the material
discussed is very relevant to what happens in the
family. Right now I am getting better at how to treat
children well...”
There are also parenting program participants
who deliver like this:
“...experience is a valuable teacher. What I get
right now really gives meaning to the parenting I'm
going to do in the family...”
The results achieved on the affective aspect
indicate the tendency that the learning environment
using PBL builds a more positive social attitude. This
can be seen from several trends of behavior change in
participants obtained through observation, for
example; 1) the participants respond each given an
opportunity to speak by the instructor; 2) the
participants convey the experience openly; 3) accept
criticism and suggestions submitted by others; 4)
showing good cooperation with fellow participants
and, 5) showing willingness to mutual learning.
In the skills aspect, changes that occur to the
trainees can be seen from the changes in; 1) make
good communication with children; 2) choose the
right word for the child; 3) provide good examples in
behaving, and 4) helping children in solving
problems.
4.4 Discussion
First, from the data presented previously known that
problem-based learning is a learning activity that is
considered new in the implementation of parenting
programs in ECE institutions. Although new,
problem-based approaches have given meaning in
parent learning more concretely to the various
problems at hand. Learning-based problem solving in
this case encourages students' learning readiness
reveals the problems encountered and shared
experience in solving the problem (De Grave et al.,
2001). As a consequence of the approach, the
participants need the ability to think critically of the
problems faced by themselves or other participants
(Wafaa and Nahed, 2010).
The problem-based learning approach has at least
built a positive image of parenting programs at ECE
institutions. A good perception of the parenting
program can also be assumed that the parenting
program as a new program, where parents in
Indonesia do not have enough good information about
parenting before the program is implemented, so the
program becomes a bridge for parents to improve
their competence as parents.
Second, Problem-based learning has increased
participants' participation in the learning process. The
various experiences faced by the participants show a
positive self-image of the learners. This model is
more constructive, in which the participants build
knowledge based on their experience, either directly
or indirectly (Leddington Wright et al., 2015). It is
expected to substantially build the quality of
parenting in the family for the better. Parenting
quality is done by parents, especially on the ability to
communicate with early childhood, although not
found significant differences seen from various
categories proposed by researchers. Parenting
communication patterns with children indicate a
change to a better direction. Good communication
with children will certainly manifest a good
relationship between parent and child. In addition,
good communication between parents and children
can prevent unkind behavior in children.
Third, as well as the purpose of the parenting
program is to improve the quality of care, parenting
programs conducted by early childhood education
institutions have a significant effect on the quality of
care that takes place within the family. This can be
seen from the change of knowledge and skills of the
participants after attending parenting program. It is
expected to establish a good pattern of parenting
behavior, so that as a micro environment, the family
becomes an institution that gives good effect on
children at early ages (Bronfenbrenner and Morris,
2006).
Problem-Based Learning on Parenting Programs at Early Childhood Education Institutions in Indonesia
171
5 CONCLUSIONS
The study concludes that: 1) Problem-based learning
has been effectively used to identify parental needs,
problems and expectations when parenting in the
family; 2) Problem-based learning has been
effectively increased the participation of parenting
participants in adult learning, especially in setting
learning goals, analyzing problems faced by parents
in care, expectations and conditions that can be done
in solving problems, and evaluating the outcomes
achieved from family care processes; and 2) Problem-
based learning has been effectively used to improve
the skills of program participants, especially soft
skills related to solving problems faced in the family.
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