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Strategi Komunikasi Sekolah dengan Masyarakat Di SD Adzkia Banjarnegara dan SD Batutis Al-Ilmi Bekasi
This study aims to examine collaboration strategies between schools and communities to improve communication effectiveness. Quality education requires synergy between three main pillars: educational institutions, parents, and students. Such collaboration often faces various challenges, such as cultural differences, parents’ time constraints, and a lack of shared understanding that hinders two-way communication. Failure to establish harmonious communication not only obstructs students’ academic achievement but also causes misunderstandings between schools and the community. This study seeks to identify, analyze, and compare communication strategies implemented by two schools in order to formulate an effective collaboration model. This study employed a qualitative approach, with data collected through in- depth interviews with foundation heads, principals, teachers, and parents, as well as through participatory observation and document analysis at Adzkia Banjarnegara Elementary School and Batutis Al-Ilmi Bekasi Elementary School. Data analysis was carried out using NVivo software through several stages: transcription, coding, grouping, comparing, and interpretation to explore the deeper meanings of the collected data. The results show that: 1) Adzkia Banjarnegara Elementary School implements value-oriented and emotionally engaging strategies. Programs such as parenting workshops, regular meetings to discuss children’s progress, and family activities (e.g., “Sik Asik Piknik”) are used to build emotional bonds and shared philosophical understanding with parents. Batutis Al-Ilmi Bekasi Elementary School prioritizes adaptive communication and systematic communication management. The school optimally uses digital media for information dissemination and relies on formal forums such as the Parents and Teachers Association (POMG); 2) success in both schools is supported by shared vision and leadership but is hindered by differences in parental participation and digital literacy; and 3) based on these findings, a communication model is recommended that combines Adzkia’s emotional approach with Batutis’s systematic management, emphasizing the key role of principals, teacher training, and active parental involvement.
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