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

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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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)

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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).

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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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