Persuasive Communication Practices of Parents in Supporting School Dropout Children
DOI:
https://doi.org/10.58485/elrusyd.v10i2.587Keywords:
Persuasive communication, parents, school dropoutAbstract
School dropout remains a complex social problem influenced by economic constraints, low learning motivation, and unfavorable social environments. In this context, parents play a crucial role as primary communicators in encouraging children to re-engage with education through persuasive communication. This study aims to explore the forms and techniques of parental persuasive communication in guiding school dropout children. A qualitative research design with a case study approach was employed. Data were collected through in-depth interviews, observation, and documentation involving parents of school dropout children, children who had returned to school, and local community leaders. The findings reveal that parents apply both verbal and nonverbal forms of persuasive communication. The dominant techniques include motivational encouragement, role modeling, emotional approaches, providing hope, and open dialogue. The effectiveness of parental guidance is strongly influenced by the consistency of communication and the emotional support provided to the children. Despite challenges related to economic limitations and unsupportive environments, persuasive communication practiced by parents significantly contributes to reshaping children’s motivation to continue their education. This study highlights the importance of parental persuasive communication as an effective social intervention and provides insights for communities and policymakers in addressing school dropout issues through a communication-based approach.
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