Interactive Partnership Between Teacher and Parent-Religious Leader to Improve Students’ Attendance and Accomplishment in the Rural Areas

: This study aims to develop a model of school cooperation with parents and religious leaders applied to rural areas, where teachers and religious leaders have a strong influence. This collaboration contains interactive monitoring activities, home learning care, religious leaders' involvement, and students' active participation in classroom learning. The method used in this study is RnD, developed by Gall & Gall., et. al. The instrument validity test was carried out by using the R count : R table , resulting 0.468. Reliability tests were performed with Alpha Chrombach Estimate, resulting in a reliability coefficient value 0.755. The validity of the contents of the instrument is obtained through the assessment of experts and practitioners. The model's construct validity was tested with the Pearson Correlation Test , while the effectiveness of the model was tested with the Wilcoxon Test and N-Gain The results of limited tests conducted at SD Inpres Workwana, SD Inpres Pir 2, and SD YPPK Dunumamoy, Keerom Regency, show that the IGOPA model can increase students' active participation in learning. Wilcoxon's test results between before and after the implementation of the IGOPA cooperation model showed significant results, namely the average attendance increased by 25.42%, and the completion of working on tasks increased by 13.28%. The effectiveness of the IGOPA Partnership model yields a value of 0.676 on the N-Gain scale, which means the degree of its significance is medium. The model is only tested in a limited rural area in the Regency of Keerom. It needs testing in a wider context for its greater validity and effectivity.


Introduction
Education is a joint effort, and educational goals can only be achieved through partnerships between educational stakeholders (Kemendikbud, Biemer, andLyberg 2003, 2016d). Without partnerships between educational agents, the goal of education, namely the education of children with character and a culture of achievement, will be impossible (Bill on The National Educational System no 3). The reality, however, is not always synergetic. The role of the government in ensuring the availability of teachers and learning support facilities has not been optimal (cf. Vito andKrisnani, 2015, Kemendikbud, 2018). Schools consider little time to communicate with parents (Krismanda, Ismanto, et al., 2017, Farida, 2020. Moreover, parents, unfortunately, give in to the school for their children's education (Bastian 2017, Krismanda, Ismanto, et al. 2017. In Indonesia, the family-school-community partnership is integral to the School-Based Management (SBM) mandated by the Bill on The National Educational System. The government fully supports the implementation of the family-school-community partnership through the School Operational Aid (BOS), which the school fully manages. The World Bank gives support to this program. In 2005 the World Bank released a report that the program had been implemented in 1,250 schools, and 68% were successful. In the Regency of Keerom, Papua, the partnership vastly does not work. The impact of it is noticeable, among others, in undermotivated children to study at school. Table 1 shows the low participation rate of children in education. The number of the school-age-children attending the school is just under 70%. Meanwhile, the government targets the Gross Participation Rate (APM) of primary education as up to 90% of the number of school-age children. The point is that the number of students, regardless of their age, currently attending elementary school compared to the total population of elementary-school-age children is less than 60%. Besides, in the province of Papua, the Clean Participation Rate sits at the lowest rank of the national APM sequence (Badan Perencanaan Pembangunan Nasional 2009). Based on indicators: the growing number of new students, diminishing number of dropouts, and the increasing aid for the tuition of the poor students, Tunyanan (2007) showed an optimistic view, revealing that 96.2% of Papuan target schools were successful. On the contrary, Barrera-Baros, Fasih, et al. (2009) noted that such results should be cautiously accepted because they are not based on standardized tests or other standard means. These results are obtained not through an in-depth evaluation.
In Indonesia, the most widely carried out form of partnership is the meeting at the beginning of the school year and the end of the semester to distribute report cards. Some researchers include Utari (2010), Dekawati (2011), cf. Wahyudi, F et al. (2013, Jemi Karter (2016), and Qomaruddin (2017) found that the most common partnership activities are meetings at the beginning of the school year and the end of the semester at the time of the distribution of report cards. The meeting between teachers and parents typically aims (1) to inform the main activities and programs that the school will implement in the school year; (2) to capture expectations on the part of parents regarding their child's education; (3) to convey an evaluation of students' learning outcomes and the development of the child's personality. There are few programs to call the involvement of the religious leaders. In the traditional society where adat and customs are well maintained, religious leaders have an essential role and voice. They could be involved primarily in the character building of students or the spiritual development of students and parents (Becker and Epstein 2011).
The study aims to propose a partnership model for the rural elementary schools in the Regency of Keerom, Papua, where the attendance of the students is low and the accomplishment of the assignment is poor. The research sought a new approach to cope with the old-lasting problem, offering a model which involved three significant agents, that is, teachers, parents, and religious leaders.
book is designed to be implemented at three elementary schools in the rural villages of the Regency Keerom, Province of Papua, to Increase the active participation of the students.
The study was developed by following the method of Gall, Gall, et al. (2007). It consists of 10 stages; however, this research only worked through 7 steps that produce an effectively Tested model and, therefore, a feasible model to be applied in a broader context. The stages of the research are as follows.

Results and Discussion Preliminary Research and Collection
The first stage of the research is to conduct a preliminary analysis of the factual partnership model. The factual partnership model was analyzed to find activities and programs to run the educational partnership. The characteristics of the factual model are (1) The partnership of teachers and parents occurs 2 times a year at the time of the distribution of report cards. Communication between the two was minimal; (2) Parental control over independent learning from children is minimal; (3) There are no guidelines for teacher and parent partnerships; (4) There are no monitoring instruments for student learning activities held by teachers and parents.
The shortcoming of the factual model is that it does not correspond with the model contained in the Regulation of the Minister of Education and Culture. In addition, the partnership activities do not deal with the fundamental role of the parents in the education of their children: communicating and learning at home (Epstein 1995, cf. Sheldon 2007, Epstein (2011). Lastly, partnership management needs to be more pragmatic. That is, partnerships are built based on practical considerations and result/goal-oriented, although it does not mean abandoning theories about management and education entirely. Partnerships will only last and be sustainable when real goals can be achieved. The achievement of these goals is what motivates partners to stay in partnership (Committee on Strategic Education Research 2014, Groundwater-Smith 2017).

Research Planning
The second stage is building concepts of partnership and planning the procedures of research and its objectives. In developing the concept of partnership, special attention is given to the model and activities proposed by the Minister of Education and Culture (2016d). A study on the concept of communicating and learning at home by Epstein (2011) is considered meaningful to enrich the common practice of the parents to accompany their children. The interactive monitoring activities of  give concrete and practical ways to tackle everyday problems arising in the class learning process. Finally, the involvement of the religious leaders as reliable figures in the traditional society (Mansoben 1995, UNDP 2014 enforces the educational partnership.
Religious leaders deserve to be involved in social activities in traditional societies or societies whose modern government structure is not yet strong. Religious leaders are mediators between society and modern institutions along with the government. In addition, he also represents the community of agencies critical of socioeconomic changes. Therefore, religious leaders are trusted and represent society in the face of new people and institutions. UNDP (2014) notes that partnerships with local religious leaders are decisive for the success of programs considering that they are socio-politically influential and are listened to by many members of the community (Mansoben 1995(Mansoben , 2014. At this stage also, it is planned that the place where the research would be conducted is in 3 rural elementary schools in the district of Arso: SD Inpres Workwana, SD Inpres Pir 2, dan SD YPPK Dunumamoy. The limited test of the model began on March 1 and til June 15.2021

Hypothetical Model
In response to the need of the agents of the partnership, the IGOPA book is proposed. IGOPA is an acronym for Interactive Communication between Teachers, parents, and Religious Leaders. The book contains tabled forms to monitor and report activities carried out by the partnership agents in supporting their children to study. The core activities are interactive monitoring, learning care, involvement of religious leaders, and active participation of students in learning in the classroom. The IGOPA partnership model is specifically designed for rural elementary schools in the Regency of Keerom, where most parents are poorly educated. In addition, the IGOPA partnership model aims to improve the students' participation in the learning process in the classroom.

Expert Validation
Construct validity is carried out in 3 stages, namely the assessment of expert validators, the assessment of practitioner validators, and statistical validity tests. The first stage, construct validity, is a test that involves experts to assess the theoretical basis of the instrument (Sugiyono 2017). The construct validity test followed 3 steps. The first step involved 3 experts, namely Dr. Apolo Safanpo, M.T. expert in socio-cultural cooperation management, Dr. Yunus Wafom, an expert in educational management, and Dr. Paulus Satyo Istandar M.Th, a Catholic religious leader.
The second stage, construct validity, also involves practitioners. They were asked to assess whether the instruments they are practical to be used. The practitioners involved in this assessment consisted of 9 teachers and 1 religious leader. The average value of the experts' and practitioners' assessments is as follows.

Revision of the Hypothetical Model
Reliability tests are carried out after validity tests. The technique used to measure the instrument's reliability is the calculation of the Alpha Chronbach coefficient. This researcher used an error rate of 5%. The instrument for determining reliability is SPSS 25. From the reliability test using SPSS, the value of the reliability coefficient of the IGOPA instrument was obtained, which was 0.755. With the value of that coefficient, this research instrument is declared reliable. 10 Poor (< 70%( Similar to the level of attendance, the accomplishment of the assignments was also poor. 14 Poor (< 65%) During the implementation of the model, teachers, parents, and religious leaders were required to record the forms of IGOPA dully. From March 1, 2021 -June 19, 2021, the IGOPA model was tested on the students' Grade VI until April 17, 2021. Whenever there were learning activities in schools, teachers and parents filled out Book 2 of the IGOPA Implementation. Thus, the teacher records the active participation of students in the classroom, while parents record the child's activity in independent learning at home.

Evaluation of the effectiveness of the model Effectiveness of the IGOPA Model to Improve Student Attendance
The Wilcoxon signed rank difference test was used to compare the average student attendance before and after the application of the IGOPA model. The result is as follows.  7 show that the average attendance rate of pre-IGOPA students is 0.6597 or 65% of the total Effective Days of Learning. Moreover, after the implementation of the IGOPA partnership model, the student attendance rate rose to an average of 91%. In other words, implementing the IGOPA partnership model increased student attendance by 25.42%. The signification value of the IGOPA partnership model on student attendance is known by the Wilcoxon signed-test statistical test, whose results are as follows: in document.2 With a reference value of 5% and asymp's statistical calculation results. Sig. (2-tailed) of .000, this means that .05 > .000 or so-called have a significant effect on student attendance. Meanwhile, the calculation of N-Gain (Hake 1998) obtained a value of 0.676. Therefore, it can be concluded that the language of the level of effectiveness of the IGOPA partnership model on student attendance is included in the medium category.
Interactive monitoring is intended to ascertain whether the ongoing learning process follows its plans and objectives. In the event of deviations, teachers, parents, and learners need to make improvements to achieve learning objectives , Pratton and Hales 2015. The implementation of interactive monitoring carried out by teachers and parents has been a way of monitoring education, namely identifying problems, finding solutions, and finally correcting actions for deviations , Pratton and Hales 2015 This research is in line with Rini's research Rini (2020), which states that relationships and parenting patterns of parents have positive coefficients on children's behavior. That is, the better the relationship and parenting style of parents towards children, the better the motivation for learning and student behavior at school. The strong influence of the family on children's behavior is in line with the results of Alit's (2003) study, which compared the strong influence of the environment, family, and school on children's behavior. This study concludes that family factors contribute the most to children's behavior Alit (2003).

Effectiveness of the IGOPA Model to Improve Student Task Completion
The Wilcoxon signed rank differential test was used to compare the average completion of student assignments before and after the application of the IGOPA model. The result is as follows.  Table 9 shows that the average completion rate of pre-IGOPA student assignments is 0.5486or 54.86% of the total number of assignments. Furthermore, after the implementation of the IGOPA partnership model, the completion rate of student assignments rose to an average of 78.14%. In other words, the application of the IGOPA partnership model increased the completion of student assignments by 13.28%. Wilcoxon signed-test to test the significance of the application of the IGOPA partnership model to student attendance, whose results are as follows: With a reference value of 0.05 and asymp's statistical calculation results. Sig. (2tailed) of .000, this means .05 > .000. That is, the application of the IGOPA partnership model affects the level of student attendance in the learning process at school. Meanwhile, the calculation of N-Gain (Hake 1998) obtained a value of 0.472. That is, the degree of effectiveness of the IGOPA partnership model on student attendance is included in the medium category Applying the IGOPA partnership model also increases the accomplishment of students' assignments. Thanks to the monitoring of the active participation of teachers who recorded the submission of assignments from students and learning care from parents who monitored the child's independent learning at home, the completion rate of student work increased from an average of 54.86% to an average of 78.14%. In other words, applying the IGOPA partnership model increased the completion of student assignments by 13.28%. The results of this study confirm several previous studies. Nurbaiti (2018) stated that the participation of parents directly in the learning process of children at home has a direct effect on student learning achievement. Parents' participation adds to children's seriousness in their independent learning. The presence of parents makes the child feel supervised. Especially for small-class children, the presence of these parents makes children feel that there are people who can help them when they face difficulties in doing their tasks. Epstein's research also underscores the need for parental involvement in children's learning time, especially those aged 4-10 (Epstein 2011). Epstein explained that parents' attention and involvement in children's independent learning activities make children feel less alone in doing tasks. In addition, the presence of parents in independent learning at home makes children feel that parents can also play the role of teachers. On the contrary, it is also expected that teachers and learning in schools are made more friendly so that children can feel the atmosphere of home at school. Epstein uses the terms (Epstein 2011) school-like families and family-like schools (Epstein 2011).

Conclusion
In conclusion, it can be stated that the application of the IGOPA partnership model impacts the level of student attendance and the level of student completion in their working on assignments. According to Hake's N-Gain (1998), the model has a value of 0.646 (Medium) for the improvement of the students' attendance and 0.462 (Medium) for the accomplishment of the assignment. The role of the teachers in the monitoring interactive, the parents' involvement in the learning at home, and the motivational engagement of the religious leaders have a good impact on the students' active participation in the process of learning in the school. The model is only tested in a limited rural area in the Regency of Keerom. It needs testing in a wider context for its greater validity and effectiveness.

Recommendation
Based on the research findings, some suggestions that can be implied. For class teachers, parents, and religious leaders. They may make use of the Guidebook for the Interactive Collaboration to establish a systematic and measurable partnership in order to improve student active participation in the learning process. The due and persistence to fill out the book is the key to the success of this partnership model. Besides, the school Principal should provide facilities and support necessary to implement the collaboration. More importantly the school leadership has to lead and back up the motivation of all the agents to their parts. This