Parents’ Involvement in Students’ Academic Achievement in Distance Learning Process During the Pandemic of Covid-19

INTRODUCTION The pandemic of Covid-19 has influenced some countries in Education system, especially Turkey, Kazakhtstan, and Philippines (Tanik-Önal & Önal, 2020; Bokayev, Torebokova & Devletbayeva, 2020; Miguel, Prudente & Aguja, 2021). This situation happened because UNESCO (2020) declared that 1.3 billion children and their families have been affected by national mandates to close schools in more than half of the world's countries. In Turkey, the Ministry has concluded its work on two distance education pathways: The Educational Informatics Network online educational portal and the Educational Informatics Network TV (EBA TV) (Tanik-Önal & Önal, 2020), while in Kazakhstan, subject teachers were to modify their curricula so that they could be disseminated online or via other accessible communication technologies, as the government empowered schools to provide versatile approaches to providing learning materials and education to students (Bokayev, Torebokova & Devletbayeva, 2020). Moreover, the Department of Education in Philippines (DepEd) said that educators and parents are continuing to prepare for distance education in order to reduce ABSTRACT This study examined the parents’ involvement in students’ Distance Learning during the pandemic of Covid-19 concerning with the school’s policy. This research aimed to explore the private junior high school students’ academic achievement in the pandemic of Covid-19 which was influenced by social factors, such as teachers, parents’ motivational beliefs (Hoover-Dempsey & Sandler, 1995) and home-based and school-based parental involvement (Epstein, 1995). Qualitative method was used to do this study specifically employed a case study design. Questionnaire and semi-structured interview were used to collect the data. 20 parents, eight grade students, homeroom teacher and principle would be the participants in this study. Likert scale and open-ended questionnaire were used to know the participants’ responses on parent’s involvement in children’s education in the Distance Learning. Semi-structured interview would be used to interview the three parents, three students, homeroom teacher and principle for exploring their deep opinions on parental involvement in children’s education success in Distance Learning during the pandemic of Covid-19. The results showed the positives beliefs of parents, students, and school in parents’ involvement in order to influence students’ academic achievement, especially in Distance Learning. At home, parents agreed to control and guide their children in doing the assignments, while at school, they took part in school’s meetings and seminars held by the school.

of the structure. They suggest a structure based on this principle that includes six forms of participation that schools can choose from depending on their needs or expectations. Parenting, communication, volunteering, studying at home, decision-making, and collaboration with family are all elements of the home-school relationship in this context. According to their needs and goals, schools and parents can choose one or more of these strategies.
The previous studies have been studied about the parents' involvement in children education achievement in which influence young students' academic success (Warren & Locklear, 2021;Grace & Gerdes, 2018;Hampden-Thompson & Galindo, 2016). Warren & Locklear (2021) were also studied about the parental involvement in which referring to parenting beliefs and style in American Indian Students academic achievement. According to the findings, parental involvement is related to student achievement. A considerable amount of variation in authoritative parenting was clarified by rational views. School counselors who are familiar with the effect of parenting on student achievement are best situated to help American Indian students succeed. Instead, Epstein et al. (2002) propose that teachers and parents need to collaborate in order to go into an effective corporation and provide an effective learning environment for the children. In addition, Hoover-Dempsey & Sandler (1995) described the model of parental involvement mechanism. Parents' motivational beliefs, parents' perception of invitations for participation from others, and parents' perceived life contexts are listed as the three key factors that lead to parental involvement in this model. Parents' motivational beliefs concern with the belief of parents in get involved with children's education or their belief of their participation would improve their children's academic achievement. Parents' perceptions of involvement are based on their belief that the school, teachers, and their children want to engage parents in the educational process. Parents' knowledge and skills, as well as the time and energy they think parental involvement requires, are referred to as the perceived life context of parental involvement. Grace & Gerdes (2018) studied about the value of parent-teacher relationships and parental engagement in education in Latino youth and families is illustrated in this report. Result indicated that many Latino parents are passionate about their children's education, and this commitment has been related to positive results for children and families. For Latino youth and families, positive, high-quality parent-teacher relationships and parental involvement in education are linked to required outcomes. While, Hampden- Thompson & Galindo (2016) are interested to study about parents' involvement with the school satisfaction of young people achievement in England. A strong combination of schoolfamily partnerships, as well as high levels of school satisfaction, help young people achieve academic success. As a result, school policies and practices that strengthen family relationships and increase parent satisfaction will benefit all students, especially those from low-income families. They argued in this article that relationships between systems that are close to young people, such as school and family, are important contributors to their educational success. Good connections between schools and families result in higher parental satisfaction and, as a result, higher educational achievement among children. Parents' involvement in Distance Learning is crucial to their children's academic success.
Even though, the previous studies explained much about parental involvement in students' learning achievement in offline way, the current study is intended to explore the parents' and school's beliefs in parents' involvement in the school's policy in the eighth grade students in one private junior high school. This study aims to explore parents' and school's beliefs on parents' involvement in private junior high school students' academic achievement. Therefore, the two research questions are formulated below: 1. What are parents' beliefs regarding their involvement in school's policy in the Distance Learning? 2. What are the teacher and principle's perception on parents' involvement in school's policy?

RESEARCH METHODS
This study was employed qualitative method concerning to a case study design Yin (2018). Parents, students, principle, and homeroom teacher of eight grade in one private junior high school in Kupang, East Nusa Tenggara, Indonesia would be used as the research subject and informants. This study aimed to investigate parents' and school's beliefs and activities of parents' involvement in students' Distance Learning. Questionnaires and interview would be used to collect the data. Open-ended question of questionnaire was employed to know parents' beliefs and activities in their involvement in children's academic development in learning distance. While, semi-structured interview was used to know the comprehension of parents' involvement in their children's learning activities in learning distance. Interactive model would be used to analyze the data (Miles et al, 2014). Data condensation, data display and draw of conclusion were some ways in analysing the data from questionnaire and interview.
The Likert scale and open-ended of questionnaire would be given to parents of eighth grade students in private junior high school. Five items of questions would be delivered to the parents for knowing their responses on their involvement in distance learning. while, open-ended question of questionnaire would be delivered to homeroom teacher in order to give their opinions about parents' involvement. Three parents, three students, a homeroom teacher and principle would be interviewed to get deep information about their beliefs in parents' involvement in students' education. These research subject and informants were asked to answer the questions on their involvement in children's academic achievement in distance learning. Meanwhile, semi-structured interview was used to ask deep comprehension of parents, students and homeroom teachers on parents' involvement in children's academic development in Distance Learning.

Parents' Beliefs regarding to school's policy
The first section of open-ended questionnaire was explaining about the beliefs of parents in their involvement in school's policy. One question was given to know the parents' beliefs on school's policy. Based on the question, the parents gave their deep understanding or comprehension about the policy of the school. It was showed in table 1 below. Yes. So, when my son entered first. There are several stages that we go through including one of the interviews. Well, the interview we as parents were also given a statement letter, yes, a statement to be signed related to several commitments that we have to collaborate with, so that between schools and parents, maybe one example of attending the EPC (Excellent Parenting Community) seminar or EPC -80-meeting. Now, it is mandatory to be included where parents are obliged to follow, because from there we also what the name is, we can see how the children develop both academically and in character. So, for ourselves, for the rules like that, we must follow the EPC and then we are also asked to build good communication with the school because it means that success is on the part of the school, parents, and the child itself. So maybe, if from myself, I don't mind, meaning that I am ready to follow any rules that have been or policies given by the school, as a parent.

Randwick International of Education and Linguistics Science Journal
Parent 2 (from eighth grade student) He, that's absolutely right, there must be cooperation between parents and teachers.
If I agree, the problem is that education actually originated from the family, so when we as parents don't have basic education but when the children are in school, we have to keep it eh, what is the name, holding hands, so parents are still have a role, so there must be cooperation with schools for the development of the child itself.
Parent 3 (from ninth grade student) Yes, true.
Okay, I think it's good because what children actually get first is from their parents. Because it is not 24 hours at school, the role of parents is very important in shaping character, enthusiasm, motivation in children as long as they are in the educational process. So, school rules are good, good.
The first parent of seventh grade student said that schools have explained the policy before his or her child entered the school. Therefore, the parent 1 agreed to follow the school's policy. Parent 1 also explained that the success of education got by children was part of school, parents, and students itself. Besides, parent 2 said that school (teachers) and family (parents) needed to work together for the development of the child itself, while the parent 3 said explained that the first education that the child got was from families, it means that the child was not 24 hours at school, therefore, parents needed to play a role in order to shape child' character, motivation, enthusiasm for the child' education process.
In conclusion, parent 1, 2, and 3 were agreeing to follow school's policy in order to help students' academic achievement. It meant that parents' involvement in school's policy was believed could link with the academic achievement got by the students. This was corresponding to (Boonk et al., 2018;LeFevre & Shaw, 2012;Warren et al., 2018) in which parents' involvement in their children's education has been linked to their involvement in their children's education, which has been one factor affecting student achievement.

Randwick International of Education and Linguistics Science Journal
The second section of questionnaire showed that parents' involvement in children academic achievement became a positive responding to their involvement in students' learning distance. The results on parents' involvement in children's education success were showed in table 2 in which it was the parents' responses of four questions of questionnaire.

Figure 1. Results of Parents' Responses in Likert Scale
Most of the parents in the eighth grade were giving their positives responses to the first second of questionnaire. For supporting parents' choices of questionnaire, some parents have given their reasons why they strongly agreed and agreed about their involvement in school's seminar and meeting.
Some parents give their statements why did they strongly agree and agree with their involvement in school's meeting and seminar.
Parent 1 said that "with my participation with the school, I think from there I can find out the progress of their learning, especially in the current pandemic situation." Parents must communicate with homeroom teachers during the remote learning process to discuss students' learning development.
Parents must attend the activities (online seminars) held by the school.
Parents should attend meetings with teachers to discuss children's learning activities during distance learning.
Parents must discuss the weaknesses and strengths of their children during their children learn from home.

Parents' Responses of Their Involvement
Strongly Agree Agree Disagree Strongly Disagree Yes, they attend EPC meetings and seminars. The results on students' opinion showed that parents had play their roles of involvement in their Distance Learning process. Some students said that how their parents help them in Distance Learning were controlling, guiding, and following the school's seminar and meetings. They also agree that in Distance Learning both teacher and parents became the factors in helping their learning achievement. Helping here meant that their parents were guiding them if they faced a problem in doing the tasks.

Randwick International of Education and Linguistics Science Journal
Based on the results above, it can be concluded that, parents became one factors that influence students' learning achievement in Distance Learning process. In the situation of Distance Learning, the parents believed that their participation or involvement in school's seminar and meeting were important to be followed. This was also the way for the parents to communicate with the teacher. Moreover, they argued that by attending the online meeting and seminar with the school, they could know their children's learning progress or even academic achievement in the pandemic situation. They also argued that their responsibility not just paying the school fee but their attendance was also one form of assistance and cooperation with the school. it means that they believed in the situation of distance learning school could not work alone, school needed the family as parents to help students' learning progress and academic achievement. These findings were relating to school-based, homebased participation between teacher-parent and parent-teacher, and the model of parents' motivational beliefs in their involvement in their children's academic success (Epstein et al, 2001;Hoover-Dempsey & Sandler, 2001). Parents were believed that to follow school's invitation of meeting and seminar regarding to school's policy would influence students' academic achievement in Distance Learning. However, in this Distance Learning, students could get more explanation from teacher and also parents. Because students' learning process are directly affected by the combination of school and family partnerships (Epstein et al, 2002;Hampden-Thompson & Galindo, 2016).

Teacher' and Principle's Perception in Parents' Involvement in School's Policy
This second section was relating to second research question of this study. The results on open-ended question and semi-structure interview had a high agreement on parents' involvement in students' academic achievement in distance learning. It was showed in table  3 and table 4 below. In my opinion, in this distance learning, the important factor that is needed to help children's learning outcomes is of course first going to school, then the house where the children study, the students themselves and the facilities used to support their distance learning. 2 Do you believe parents' involvement learning distance influencing students' learning achievement?
Yes, of course I really believe, indeed the parents here are very helpful to us, the school, as much as possible get involved such as follow the school's meeting, I also believe that parents who help, control, their children will give a good impact on students' outcomes. For instance, if the students have not yet submitted the assignment, now that is usually the parents inform me as the homeroom teacher even, the teacher who gave the task. 3 Do you believe controlling students' learning distance process can help their learning outcomes? Why?
Well, in my opinion, I really believe because apart from us teachers who only give assignments and teachings from home, parents who come directly, well, meet directly with the children to control whether their assignments have been done or not. not yet, if not, the class mentor will inform them and the parents will immediately execute it to their children. 4 Do you report students' activities in learning distance to parents every day? If you do, Why?
Yes, because in my opinion, parents must know the development of their children during learning from home. Have you really followed the learning well, like that. 5 What strategies do you use to involve parents during distance learning?
Well, the strategy is more on communication, so communication with parents, children. Yes. indeed, to involve parents in children's education is very important. Why is very important, because the success of children's education is not only determined by the school but also by the responsibility of the parents. When children are in school it is the responsibility of the school, but when children are at home, having a commitment is the responsibility of the parents especially now that in a pandemic, our children learn from home, meaning that the bigger responsibility lies with the parents. And maybe parents feel confused at first or don't know how to educate their children while learning from home. Because of that the school made a meeting and seminar program. So that parents are helped, how to educate and direct children when learning from What involvement that do you believe is important for parents to follow?

Randwick International of Education and Linguistics Science Journal
The involvement that is important and must be followed by parents is the first, of course, parents need to exercise control over children's learning. Both during the pandemic and during normal times, parents need to control their children's learning. In addition to controlling children's learning, parents need to communicate with the school when they experience problems educating their children at home or at school. And thirdly, parents have the right to receive information and academic reports and children's character from the school, hah so there are more or less 3 things the role of parents, controlling, communicating and receiving reports from the school. 3 Can you explain how to make parents obliged to follow the policies in school?
At first, before parents entered this school, during the first initial registration, we conducted interviews with parents, in the interview conveying what kind of school was genu, what kind of learning system, assessment, including parental activities that must be followed by parents. Although the activity is mandatory, we provide information about the benefits of the activity. Well, the name of the program is Excellent Parenting Community (EPC). From there, as a form of parental commitment to agree with the school to collaborate, a statement was signed. The statement letter contains a sentence or word where parents are ready to cooperate. So, signing the letter, parents are willing to cooperate with the school, including attending activities that must be followed by parents, one of which is the EPC, both meetings and seminars. In the meeting, parents get academic reports and student characters, while EPC seminars, parents get material on how to educate their children directly from the foundation. 4 According to you, does the school's relationship with parents during Distance Learning have a positive impact on children's learning achievement?
Yes, totally correct. It really plays a role. Parents are very instrumental and will definitely be seen in academics and character. Parents have a big role to pay attention to and control the learning time of children at home during distance learning, it will definitely be seen that the academic and character of the child will improve. However, parents who do not pay attention to, or are not involved in cooperation with the school, in educating their children during distance learning from home, it also shows that the results are low, both academically and in character. Well, that's what we experienced. So, the role of parents during this PJJ is quite large, very important. In terms of guiding, reminding, controlling.
The homeroom teacher's opinions in table 4 were concerning on the parents' involvement in students' distance learning process. It was showed that teacher agreed with the involvement of the parents in students' Distance Learning process. Even the parents were not with them in online learning process, they could help the students in facilitating, guiding and controlling the students' activities at home, especially about their tasks or assignments. The homeroom teacher did really believe that one factor could help students' Distance Learning were the involvement of their parents at home and at school. this was consistent with other results of studies in parents' involvement (Berthelsen & Walker, 2008;Black, 2009;Borup et al., 2013;(Göktürk & Dinçkal, 2018). The principle also gave deep opinions and beliefs on parents' involvement in students' academic achievement, especially in pandemic of Covid-19 in which students learnt from home. In table 5, it showed that the principle of this private junior high school was believed to engage and involve parents in students' education were very important because students' academic achievement was not determined by the school, but also by the responsibility of the parents, especially in this situation of Distance Learning. Therefore, the homeroom teacher was believed that apart from them, parents' involvement was also becoming the good factor in helping students' academic achievement in both in face-to-face learning and Distance Learning. Therefore, this private junior high school' policy required parents to attend EPC (Excellent Parenting Community) meetings and seminars twice a month. With this EPC meetings and seminars, parents would know the progress of their children' learning process and would know how to educate their children's education, especially in Distance Learning. This was concerning with the theory of Epstein (1995) of school-based parental involvement where the school expected the parents to follow school's meetings and seminars. Even, Hampden-Thompson & Galindo (2016) said in their results school, policies and practices that supported family relationships and increase parent satisfaction will benefit all students, and the relationships between systems that are close to young people, such as school and family, are important contributors to their educational achievement.

CONCLUSION
The findings and discussion above were relating to the research questions of this study. 1. What are parents' beliefs regarding their involvement in school's policy in the Distance Learning? 2. What are teacher and principle' perception on parents' involvement in school's policy?
The results showed that parents were believed in their involvement of children' educational achievement, especially in situation of Distance Learning. The way they got involved in school's policy at home were controlling and guiding the students when they were doing their homework or even the time management of the students, so they would not be late in submitting the assignments and following the Distance Learning process.
Meanwhile, the results of homeroom and principle' perception concluded that school did really need the involvement in students' education at home and at school, moreover, in students' Distance Learning process. The homeroom teacher expected to the parents to always get involved in students' activities at home, especially when the students faced -87-difficulties in doing the assignments and controlling the way the students learned from home. Similarly, the principle gave deep opinions about the school's policy where parents had to take part in students' education both at home and at school, especially in Distance Learning process.