I'm a Good Mom: Enhancing Self-Esteem, Self-Efficacy, and Parenting Capacity of Incarcerated Mothers through Parenting Stress Coping Strategies at Jakarta Women's Correctional Facility

Dwi Hastuti; Fauzan Ilham Kamaluddin Syah; Suci Ramadhani; Octavia Laura; Muhammad Ramdhani Al Azraq Syah; Meta Ardiana

doi:10.29062/engagement.v9i2.2041

Dwi Hastuti Department of Family and Consumer Sciences, Faculty of Human Ecology, IPB University
Fauzan Ilham Kamaluddin Syah Department of Landscape Architecture, Faculty of Agriculture, IPB University
Suci Ramadhani Department of Family and Consumer Sciences, Faculty of Human Ecology, IPB University
Octavia Laura Department of Forest Products Technology, Faculty of Forestry and Environment, IPB University
Muhammad Ramdhani Al Azraq Syah Department of Communication Science and Community Development, Faculty of Human Ecology, IPB University
Meta Ardiana The Class IIA Jakarta Women’s Correctional Faciltiy

DOI: https://doi.org/10.29062/engagement.v9i2.2041

Keywords: Incarcerated Mothers, Parenting Curriculum, Parenting Stress, Parenting Capacity, Parental Self-Efficacy, Self-Esteem

Abstract

The Independent Curriculum encourages learning transformation that focuses on character development and 21st-century competencies through the integration of deep learning, value education, and eight dimensions of the Graduate Profile. This article aims to describe the results of community service in the form of a workshop for 60 high school Biology teachers in Cirebon Regency, which aims to improve teachers' understanding and skills in designing integrative learning. The method used is participatory-based training, equipped with pre-post assessment, simulation of lesson plan preparation, and assessment of Teaching Program Plan (RPP) products with standardized rubrics. The results of the analysis showed a significant increase in understanding the concept and application of character values in the RPP. Pre- and post-workshop assessments showed significant improvements in teacher competencies: the mean pre-assessment score on deep learning understanding increased from 32% to 78% (Δ=46%, p<0.01), while awareness of values integration increased from 45% to 85% (Δ=40%, p<0.01). In addition, 88% of participants reported increased confidence in designing values-based lesson plans. These quantitative findings, supported by qualitative reflections, demonstrate the effectiveness of the workshop in changing teaching practices. This suggests that the integrative workshop can build teachers’ pedagogical competencies and realize meaningful, contextual, and values-oriented Biology learning.

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