School, Parent, and Club Collaboration in Developing Student Achievement

Abstrak

Student achievement development is a multidimensional process that requires collaboration among various educational stakeholders. Schools, parents, and extracurricular clubs each play significant roles in supporting students’ academic and non-academic growth. However, collaboration among these entities is often fragmented and unstructured, resulting in less optimal student development outcomes. Therefore, this study aims to analyze collaboration patterns among schools, parents, and clubs in fostering student achievement, identify supporting and inhibiting factors, and formulate an effective collaboration framework. This study employed a Systematic Literature Review (SLR) method using the PRISMA 2020 framework. Literature data were collected from reputable databases including Scopus, ERIC, Google Scholar, and SINTA. A total of 312 articles were identified during the initial search process, and after screening and eligibility assessment, 25 articles met the inclusion criteria for analysis. The selected studies consisted of qualitative, quantitative, mixed-method, and review-based research published between 2018 and 2025. The findings reveal three major collaboration patterns: dyadic collaboration, sequential collaboration, and integrated triadic collaboration. Among these patterns, integrated triadic collaboration was identified as the most effective approach for enhancing student achievement. Key supporting factors include transformational school leadership, effective communication systems, digital communication platforms, and formal institutional partnerships. Conversely, major barriers include parental time constraints, communication gaps, inconsistent coordination, and differences in stakeholder expectations. This study proposes the SPORA Model (School–Parent–Organization Alliance) as a sustainable framework for student achievement development. The model integrates talent identification, joint planning, continuous communication, monitoring and evaluation, and capacity building into a unified collaboration system. The findings provide important implications for schools, policymakers, educators, and extracurricular organizations in developing integrated educational partnerships that support holistic student achievement.