Pengaruh Virtual Learning Pembelajaran Jarah Jauh Guru Pendidikan Agama Islam dan Partisipasi Orang Tua terhadap Hasil Belajar PAI

This study aims to determine the effect of virtual learning on Islamic Religious Education learning outcomes, the effect of parental participation on Islamic Religious Education learning outcomes, as well as the effect of virtual learning and parental participation on PAI learning outcomes at SMPN 4 Karanganyar academic year 2020/2021. The hypothesis proposed is that virtual learning and parental participation have a significant effect on PAI learning outcomes for class VIII SMPN 4 Karanganyar academic year 2020/2021. This research is quantitative descriptive with data collection methods are questionnaires, observations, interviews and documentation. Subjects were taken by class VIII SMPN 4 Karanganyar with a population of 360 and a sample of 100 students. Data analysis used preliminary analysis, hypothesis testing and further analysis. The results showed that the effect of virtual learning on PAI learning outcomes was in good category, the influence of parental participation on PAI learning outcomes was in good criteria, and the influence of virtual learning and parental participation had a significant effect on PAI learning outcomes for class VIII students of SMPN 4 Karanganyar academix year 2020/2021 which is in the good category.

Politike roditeljskih dopusta, sustavi ranog i predškolskog odgoja i obrazovanja, rodne i društvene nejednakosti u postjugoslavenskim zemljama

Access is to well-paid parentsleave and affordable and quality early childhood and early childhood education (R & D) services in the early parenting phase, in order to create the preconditions for equal parental participation in labor market and care and enable equals opportunities for every child. In spite of, many parents and children do not have (adequate) access to these measures. Moreover, with gender inequalities in care and employment, studies growing indicate the so-called. the effect of St. Matthew (Matthew effect) in the use of parental leave and services of the RPOO, ie how disadvantaged familiesbenefit less from paid parental leave and RPOO services (Ghysels and van Lancker, 2011; Pavolini and van Lancker,2018; McKay et al., 2016)576 / 5.000 Rezultati prijevoda Such an outcome is primarily related to the design of parental leave policies and the RPOO system, as indicated by the analysis presented here within the InCARE project. The analysis highlights the multidimensional character and complexity of the system of parental leave and RPOO in post-Yugoslav countries. care and employment (more details in Dobrotić, 2019, 2021).

Content Validity of a Questionnaire to Assess Parental Involvement in Education

<p style="text-align: justify;">The objective of this study was to design an instrument to evaluate parental involvement in the education of their children, and, subsequently, to investigate the content validity of that instrument. The questions on the questionnaire have been written according to the dimensions that shape the construct of parental participation: parenting, learning supervision, communication, parental networks, and relationships with the community. Further, for the study of content validity, expert judgment has been used, and the Aiken V coefficient has been estimated. The results indicate a wide degree of agreement among the judges, showing evidence of content validity regarding the criteria of clarity, relevance, and sufficiency of the questions with Aiken V values that ranged between 0.73 and 1, with confidence intervals of 99 %. It was concluded that the instrument can be used successfully in the evaluation of parental involvement in education.</p>

What does the state know (and want to know) about parental involvement in children’s school education?

The article poses a question about the scope of information concerning parental involvement, the collection of which results from the provisions of the educational law. The characteristics of the “Parents are school’s partners” requirement have been referred to the framework proposed by Epstein (1995). The analysis of the amendments of the Regulation demonstrates some slight changes in the approach to parental participation, limited to the four types in Epstein’s model (out of the six proposed by this researcher): parenting, communication between the school and the students’ homes, parental volunteering and decision-making participation. The changes are aimed at subtly limiting the of parents' influence, there are no attempts to extend the provisions of the Regulation to include other forms of participation. Then, based on the data collected during external evaluations in 94 schools (survey study on a non-random sample of 6676 parents and 86 group interviews with parents), a descriptive and comparative analysis of individual indicators was carried out, as well as thematic coding of fragments of the transcription of group interviews. Parents declare a relatively high level of satisfaction with the received support and decision-making participation, slightly lower with communication. These results vary depending on educational level and school type, which may be explained by the connection between involvement and child’s age and the differentiation in class allocation. The qualitative analysis shows that the decision-making participation, in most cases, does not exceed the minimum required by the educational law, and the exceptions to this rule are mostly artifactic activities.

Selected predictors of parental satisfaction with child nursing care in paediatric wards in Poland—Cross-sectional study

Background Assessment of parental satisfaction with child nursing is the key issue in evaluation of the care quality, enabling the adjustment of the services provided to the needs and expectations of recipients, and thus ensuring safety and achieving better long-term health effects. Aim Assessment of parental satisfaction with child nursing in paediatric wards including its determinants. Material and methods The study covered 1030 parents of children hospitalised in paediatric and surgical wards of seven hospitals of different levels of health security in Poland. The Polish adaptation of the Empathic standardised questionnaire for assessment of the level of parents’ satisfaction with nursing care, developed by Latour et al. and the self-constructed summary of socio-demographic data were applied in the study. Results More than 90% of respondents expressed high level of satisfaction with nurses’ Availability, the lowest, but still high score of respondents’ satisfaction was observed for Parental Participation. The highest satisfaction was observed among the parents of children at the preschool, early school and puberty stage, admitted to the hospital on the elective basis, referred for diagnostic assessment and with the length of hospital stay less than 7 and longer than 28 days. Achieving preschool age was the strongest factor which increased assessment of satisfaction in most domains. Conclusions There is a need for optimising nursing care especially in the area of parental participation. The nursing care’ quality improvement plan in paediatric departments should focus particularly on early childhood patients and their parents who are the most critical in satisfaction’ assessment.

Impact of COVID-19 Pandemic on Pediatric Intensive Care Unit (PICU) Visiting Policies: A Worldwide Survey

The purpose of this study was to evaluate pediatric intensive care unit (PICU) visiting policies around the world and how the coronavirus disease 2019 (COVID-19) pandemic has affected these policies, due to concerns relating to a viral transmission. A web-based international survey was designed and disseminated through social networks, emails, or direct messages. Two hundred forty-one answers were received. From these, 26 were excluded (13 due to missing location and 13 duplicated answers), resulting in a final number of 215 answers. Europe accounted for 35% of responses (n = 77), South America 22.4% (n = 49), North America 19% (n = 41), Asia 16.5% (n = 36), Central America 2.7% (n = 6), Oceania, and Africa 2.2% each (n = 5 each). Before the pandemic, reported admission/visiting policies already varied between continents. Family time schedules remained similar to the pre-pandemic period in half of European, Central, and South American units and have changed in 60% of Asian, African, North American, and Oceanian units. Access to PICUs has been granted for patients and caregivers tested negative for severe acute respiratory syndrome coronavirus 2 (SARS COV-2) in only part of studied PICUs. Isolation precautions for the visitors were intensified at the onset of the pandemic. Changes in visiting policies were observed in most PICUs worldwide during the COVID-19 pandemic, with some PICUs prohibiting any visitation by families. These changes can decrease possibilities of parental participation in emotional support and reduction of sedation needs, early mobility, and shared decision-making process and impact negatively both children and parental well-being and even patients' outcomes.

EFFECTIVENESS OF PARENTAL PARTICIPATION PROGRAMME REGARDING PREVENTION OF PNEUMONIAAMONG PARENTS OF CHILDREN DIAGNOSED WITH ACUTE RESPIRATORY TRACT INFECTION (ARTI) IN SELECTED HOSPITAL OF DEHRADUN

AQuasi -experimental research design was adopted as research design for the study with the objectives to assess parents' knowledge and practice regarding prevention of pneumonia after ARTI of under ve children. Total 64 parents of under ve children were selected as sample by purposive sampling technique. It was done at Paediatric ward of Himalayan hospital in Dehradun. Data were collected by using structured knowledge questionnaire and self- reported practice checklist. Data were analyzed by used of descriptive and inferential statistics based on objectives and hypotheses .The assessment of the pretest knowledge score of Parents had average knowledge 33 (51.57%) regarding prevention of pneumonia and 24(37.50%) had good knowledge, 4(6.25%) had excellent knowledge and only 3(4.69 %) parent had poor knowledge at the base line before interventions. After implementation of parental participation programme the mean post-test knowledge of parents (21.36±2.509) score was more than pre-test knowledge score (12.88±3.994). The practice score of parents was 2(3.13%) had average practice and 62(96.87%) had good practice where as in post-test practice score 64 (100%) had good practice after implementation of parental participation programme. And there was no signicant association found between pre-test knowledge and Pretest practice with their selected socio demographic variables, and week correlation found between knowledge and practice of parents.

What Motivates Parents to Participate in Their Child’s Brain Gym Therapy

The findings in the clinical practice field indicate problems related to the inconsistency of parental participation in the therapy that the child undergoes, namely the absence of parents according to the schedule, non-adherence to the therapist's advice, and premature termination. It raises questions of parents' motivation to participate in their children's therapy while no research in Indonesia examines this topic. The current study aims to understand the description of parents' motivation to participate in their child therapy. This qualitative study was conducted by interviewing 3 mothers (age 23-36 years) whose children (age 3-5 years) undergo brain gym therapy at a psychology bureau in Bandung. They are from the same socioeconomic class, have joined the therapy program for at least one month, and were selected using the purposive sampling technique. The results indicate that the underlying motivation for parental participation in child therapy is parents' need for a change in the child's condition and parents' expectation of the therapeutic outcome. Therapy results that match expectations and positive responses from the environment act as reinforcers that make parents willing to continue participating in child therapy.