8. Strategi Berkomunikasi dengan Keluarga (Pelibatan Keluarga)

Key wellness/self-care & productivity takeaways (communication & collaboration)

This video focuses on improving family–school communication by using strategies that are practical, respectful, and ongoing (two-way, meaningful, and culturally responsive).

1) Make communication a two-way process

• Educational units and families must exchange information about student development, not just one side delivering updates.
• Sometimes schools share information; other times they listen to what happens at home.

2) Start with a clear commitment

• School leadership should be open from the start to direct communication with families throughout the school year.
• Commitment can be expressed through:
  • Formal: committee meetings at the beginning of the new school year
  • Informal: email, messaging app groups, phone calls outside school hours
• Provide space and time for families to share opinions, ideas, and concerns.
• Families are also expected to participate and listen periodically as part of the collaboration.

3) Prioritize meaningfulness

• Focus on what is truly meaningful, liked, and needed by students.
• Collaboration doesn’t have to be expensive or “grand”—small, simple activities can be very effective.
• Example activities:
  • Do learning activities with families regularly
  • For farmer families: planting rice learning together
  • Appreciate student work: learning outcome exhibitions for families/community
  • Family gatherings with casual discussions about student development

4) Prioritize diversity (culturally and contextually tailored)

• Design collaborative activities based on each school’s culture and characteristics and each family’s conditions.
• Examples:
  • If the school values appreciating student work: art performances or exhibitions of children/family work
  • If the school encourages research: pre-research presentation activities and research markets involving students and families

Presenter(s) / source(s)

• No specific presenter name given in the subtitles.
• Video content appears as a dialogue/interview between an interviewer/moderator (“Hm/Yes, that’s right, ma’am…”) and a guest/educator (“Yes, ma’am…”), but neither is identified by name.