Enhancing Academic Achievement through School–Tutoring Collaboration: A Case Study from Rural Indonesia
DOI:
https://doi.org/10.64538/pathalogy.v1i2.152Keywords:
academic achievement , elementary education, inclusive education, mesosystem framework , rural school partnerships, school–tutoring collaborationAbstract
This study investigates the role of collaboration between a public elementary school (SD Negeri 1 Pokoh Kidul) and a local tutoring institution in improving academic achievement among third-grade students. Employing a qualitative case study design, the research collected data through semi-structured interviews with a third-grade teacher, non-participant observations, and document analysis over a three-day period. Data were validated using triangulation and member checking, and analyzed thematically with reference to Bronfenbrenner’s mesosystem theory. The results reveal that semi-formal collaboration characterized by curriculum alignment, joint evaluations, and consistent communication positively impacts students’ academic performance, with average score increases of 5–10 points in Mathematics and Indonesian. Students also exhibited greater confidence, participation, and engagement. Parental and community involvement further enhanced these outcomes. Nonetheless, challenges persist, including the absence of formal agreements, limited access for disadvantaged students, and risks of academic burnout due to extended study hours. The study underscores the potential of operationalizing mesosystem interactions in school policy to enhance student learning. Recommendations include formalizing school–tutoring agreements, integrating effective tutoring practices into mainstream curricula, and implementing equity measures such as subsidies and targeted outreach. This research contributes to the limited body of literature on structured school–tutoring collaboration at the elementary level in Indonesia. It offers practical and policy-oriented insights for building sustainable, inclusive educational partnerships that address both academic and holistic student development.
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