Implementation of a Participatory Approach to Improve Access to and Motivation for Primary Education for Children in Boralan Hamlet

Rusmiyati; Febri Ardi Nugroho; Fatimah; Gina Nur Hikmah; Raliya Rizqiy; Rizka Utaminingsih; Nadzifatul A’yun; Abi Hasna Zulkarnain; Fiza Az Zahra; Muhamad Arbhi Maulana; M Nizar Maulidi; Zuraifa; Muhammad Badrul Kamal; Wulan Eka Septi Anggraeni; Ahmad Guspul

doi:10.32815/jpm.v6i2.2794

Authors

Rusmiyati Universitas Sains Al-Qur'an
Febri Ardi Nugroho Universitas Sains Al-Qur'an
Fatimah Universitas Sains Al-Qur'an
Gina Nur Hikmah Universitas Sains Al-Qur’an
Raliya Rizqiy Universitas Sains Al-Qur’an
Rizka Utaminingsih Universitas Sains Al-Qur'an
Nadzifatul A’yun Universitas Sains Al-Qur'an
Abi Hasna Zulkarnain Universitas Sains Al-Qur'an
Fiza Az Zahra Universitas Sains Al-Qur'an
Muhamad Arbhi Maulana Universitas Sains Al-Qur'an
M Nizar Maulidi Universitas Sains Al-Qur'an
Zuraifa Universitas Sains Al-Qur'an
Muhammad Badrul Kamal Universitas Sains Al-Qur'an
Wulan Eka Septi Anggraeni Universitas Sains Al-Qur'an
Ahmad Guspul Universitas Sains Al-Qur'an

DOI:

https://doi.org/10.32815/jpm.v6i2.2794

Keywords:

Participatory Approach, Primary Education, Learning Motivation

Abstract

Purpose: This study aims to improve children’s learning participation and motivation in Boralan Hamlet by addressing low school engagement caused by parents’ limited understanding of education, not poverty. Through a participatory program, it involves families, schools, and the community to support dropouts and increase access to education.

Method: This study used a mixed-method approach, combining surveys and interviews with observations, document reviews, and community focus group discussions. The program had four steps: identifying education barriers, training parents and local facilitators, running learning activities through the Community Learning Center (PKBM), and providing ongoing mentoring and evaluation. Quantitative data were analyzed using descriptive statistics, while qualitative data were grouped into themes to understand community experiences and opinions.

Practical Applications: The findings offer practical guidance for improving education in rural areas by involving families and communities to boost motivation and help dropouts return to learning. Strengthening PKBM centers and using community-driven approaches can support inclusive, non-formal education initiatives.

Conclusion: The participatory education program in Boralan Hamlet successfully increased children’s motivation and learning participation. The structured, multi-stakeholder approach—focusing on empowering families and strengthening PKBM—proved to be a sustainable and replicable model for improving access to basic education in underserved communities.

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