Determinasi Kesediaan Orang Tua Mengikuti Bimbingan Keluarga di Daerah Pinggiran Kota

Evi Fitriani; Dwi Sona

doi:10.36312/panthera.v6i4.1556

Authors

Evi Fitriani Program Studi Bimbingan Konseling, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman, Jalan Muara Pahu, Samarinda, Kalimantan Timur 75117, Indonesia
Dwi Sona Program Studi Bimbingan Konseling, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman, Jalan Muara Pahu, Samarinda, Kalimantan Timur 75117, Indonesia

DOI:

https://doi.org/10.36312/panthera.v6i4.1556

Keywords:

Family Guidance, Suburban Areas, Determinants, Parental Willingness, Parental Participation

Abstract

This research is motivated by the lack of parental participation in family guidance in suburban areas, especially at SMP Negeri 14 Samarinda, which has an impact on the handling of student problems. This study aims to describe internal and external factors that influence parents' willingness to participate in family guidance. The study used a descriptive qualitative approach involving five parents as primary informants and two guidance and counseling teachers as supporting informants. Data were collected through interviews, observations, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. Data validity was carried out through source triangulation. The results showed that parents' willingness was influenced by internal factors such as emotional responses, social pressure, responsibility, understanding, perception, and awareness, as well as external factors such as time constraints, school communication patterns, and family support. Responsibility and awareness were the most dominant factors in encouraging parental attendance. The findings also showed the characteristics of school communication with parents that are typical in the suburban context, namely personal and two-way communication, accompanied by parents' flexibility in adjusting time to school activities. These findings indicate that parental involvement in family guidance is influenced not only by individual factors, but also by communication patterns and the social conditions of the school environment.

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