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Parental involvement is widely acknowledged as a key factor in student academic success, particularly in second language acquisition. However, its impact at the university level, especially among pre-service English teachers, remains underexplored. This study investigates the relationship between parental involvement and English language achievement among first-year English Education students at Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin (UNISKA). Employing a quantitative survey design, data were collected from 36 purposively selected participants using a structured Likert-scale questionnaire. The instrument measured both the forms and frequency of parental involvement and students’ self-reported performance in English-related subjects. Data were analyzed using descriptive statistics and Pearson Product-Moment Correlation via SPSS 26. Findings indicate that students generally perceive moderate to high levels of parental involvement, especially in providing academic resources, financial support, and attending university-related events. However, involvement in educational decision-making and career discussions was notably low. A significant positive correlation was found between parental involvement and students' academic performance, particularly in aspects such as discipline, assignment completion, and encouragement. Emotional impacts such as increased motivation or reduced anxiety showed more mixed responses. These findings highlight the enduring influence of parental support in higher education and suggest further exploration of its emotional dimensions.

This study aims to examine in depth the relationship between parental support and early childhood learning motivation. The study used a quantitative method with a survey approach involving five sample families with early childhood children in a PAUD environment. Data collection was conducted through a questionnaire designed to measure the level of parental support, including emotional, cognitive, and material support, as well as the level of children's learning motivation. The results showed that parental support has a positive and significant relationship with early childhood learning motivation. Emotional support, such as attention, affection, and positive encouragement, helps children feel safe and confident in learning activities. Cognitive support in the form of learning assistance and intellectual stimulation encourages children to be more active and enthusiastic in the learning process. In addition, material support, such as the provision of adequate learning facilities, also contributes to increasing children's interest in learning. Overall, parental support has been shown to increase children's self-confidence, commitment, and enthusiasm for learning. The implications of this study emphasize the importance of active parental involvement in supporting children's learning processes from an early age to achieve optimal and sustainable learning outcomes.

Menarche is the first transitional period marked in women, known as the first menstruation (menarche). During menarche, physical and psychological changes occur, such as anxiety and sadness, due to the physical changes in this period. The changes usually include pubic hair, armpit hair, and breast development. This often happens among elementary school students, including those in SDN Lampeuneurut. This study aims to determine the relationship between parental support and the level of anxiety in girls facing menarche in SDN Lampeuneurut. This research employed a quantitative method with a cross-sectional design. The population consisted of 120 female students in grades 5 and 6 at SDN Lampeueneurut who had not yet experienced menarche. The sample was selected using purposive sampling, resulting in 55 respondents who met the inclusion criteria. This research was conducted from June 18th to 20th, 2025. The instruments used were a parental support questionnaire and the STAI (State Trait Anxiety Inventory) of anxiety questionnaire. The data were analyzed using a bivariate statistical test, the Chi-Square test. The research findings indicated a significant relationship between parental support and the anxiety levels of female students in facing menarche, with a p-value of 0.011 (p-value < 0.05). This study concludes that parental support is related to a decrease in the anxiety levels of girls facing menarche. This study recommends that schools provide basic reproductive health education from an early age, especially regarding menarche, and that parents understand the importance of providing emotional, informational, instrumental, and appreciative support.

The growing demand for integrated Islamic schools to deliver high-quality education that emphasizes both academic excellence and character development has encouraged the adoption of Total Quality Management (TQM) as a modern and relevant management approach. TQM is considered appropriate because it highlights continuous improvement, active involvement of all school members, and a strong focus on customer satisfaction within the educational context. This study aims to analyze the implementation of TQM in improving school quality at three integrated Islamic junior high schools: SMP IT Al-Khoiriyyah, SMP IT Nurul Islam, and SMP IT Baitul Anshor. The research employed a qualitative method using a multi-case study design. Data were collected through in-depth interviews, direct observations, and document analysis involving principals, vice principals, teachers, educational staff, students, and parents. Data analysis followed the stages of reduction, presentation, and inductive conclusion drawing. The findings indicate that TQM implementation in all three schools followed four main stages: planning, organizing, implementation, and monitoring and evaluation. During planning, TQM principles were embedded in School Work Plans, the PDCA cycle was applied, and stakeholders were actively involved. Organizing focused on quality-based structures, clear task distribution, and teamwork. Implementation included quality-oriented learning, teacher development, extracurricular activities, and integrated Islamic programs, while monitoring involved supervision, internal audits, evaluation meetings, and feedback systems. Supporting factors included visionary leadership, Islamic work culture, and parental support, while challenges involved limited facilities, uneven teacher competencies, and heavy workloads.

This study discusses the importance of parental social support in career planning for deaf children, who have communication limitations and need special assistance in developing their potential. This study was conducted because parents often experience anxiety about the future of their deaf-speech disabled children, especially in determining appropriate career paths. This study aims to describe forms of parental social support in the process of children's career planning. This study used a descriptive qualitative method with purposive sampling and semi-structured interviews with four parents of deaf students at SLB Asuhan Kasih Kupang. The results of the thematic analysis show that emotional, informative, and modeling support are the main forms of support provided by parents. Other supporting factors include the school environment, the exploration of children's interests, and parental expectations. These findings emphasize the importance of active parental involvement in optimally preparing children with hearing disabilities for their careers.

This study aims to determine the contribution of the variables of Self-Motivation, Learning Discipline, and Parental Support both partially and simultaneously to student learning achievement in the Automotive Engineering expertise program at SMK Negeri 2 Pengasih. This type of research is included in quantitative correlational research with multiple regression analysis techniques. The entire population was sampled with a total of 104 grade XII students. Data collection used a closed questionnaire and student final exam results documents. The research instrument that has passed the validity and reliability test, then continued with the classical assumption test to ensure that the regression model meets the eligibility requirements. The results showed that the three independent variables contributed significantly to student automotive learning achievement with a value of F = 26.718. Simultaneously with a significance value of 0.000 (p <0.001) and an Adjusted R Square value of 0.428 which means the model is able to explain 42.8% of the variation in learning achievement. Partially, the Self-Motivation variable significantly (p<0.05) provides the largest contribution to student learning achievement with a t-value of 2.120 followed by Learning Discipline with a t-value of 1.992 and Parental Support with a t-value of 2.021. The magnitude of the real contribution of each variable, namely: Self-Motivation of 12.15%, Learning Discipline of 10.49%, and Parental Support of 10.24%. These results emphasize the importance of strengthening students' intrinsic motivation, habituating learning discipline, and active parental involvement to improve learning outcomes in vocational education.

This study examines the revitalization of the Qur’anic Education Center (TPA) in Mekar Jaya Village, which had ceased operating due to the loss of its main teacher and limited volunteer support. Using a Participatory Action Research (PAR) approach, the program engaged community members, volunteers, religious leaders, and parents in collaborative efforts to restore regular Qur’an learning activities and strengthen the TPA’s function as a vital center of Islamic education. The intervention led to increased student participation, including the return of former learners and the enrollment of new participants, as well as improved learning motivation through active engagement and parental support. This collaborative revitalization not only revived essential Islamic learning for children but also fostered sustained community involvement, highlighting the critical role of volunteers and local leadership in sustaining nonformal religious education. The model developed through this initiative provides practical implications for other rural communities seeking to maintain and strengthen Islamic educational institutions.

This study highlights the crucial role of learning interest as a key determinant of success in the educational process. The research was conducted through interviews with teachers and direct observations in the learning environment, aiming to explore how various factors influence students’ interest, particularly in religious education. The findings indicate that teachers play an essential role by adopting creative approaches in their teaching methods. For instance, the integration of digital tools, such as instructional videos, was found to be highly effective in capturing students’ attention and enhancing their engagement during lessons. Furthermore, parental support emerged as a significant factor, as parents act as the first educators at home by instilling fundamental religious values and attitudes that shape students’ motivation. The results also suggest that a positive classroom atmosphere, where students feel appreciated and supported by their teachers, contributes to higher levels of interest and participation in religious studies. In addition, the study emphasizes the importance of differentiated instruction, where tasks are adjusted to match students’ abilities and learning needs. By connecting lesson materials with real-life experiences, teachers can further foster students’ intrinsic motivation, making learning more meaningful and relevant. Overall, the research demonstrates that cultivating interest in learning requires collaboration between teachers, parents, and supportive learning environments.

This study aims to describe the implementation of discipline values and the obstacles faced at MI Darul Hikmah Agung Jaya. Using a descriptive qualitative approach, data were collected from teachers, students, and parents through interviews, observations, and documentation, then analyzed through data reduction, display, and conclusion drawing. Data validity was ensured by triangulation of techniques and sources. The findings show that teachers instill discipline values through two main techniques. First, external control, in which teachers give warnings, threats, or punishment to undisciplined students and provide rewards or praise to those who obey the rules. For example, students who consistently complete homework may receive additional grades or verbal appreciation. Second, teachers also become role models, demonstrating punctuality, neat appearance, polite language, and respectful attitudes, thereby fostering discipline by example. Furthermore, teachers apply cooperative control, emphasizing collaboration and agreements between teachers and students. This approach promotes tolerance, respect, and responsibility by involving students in creating and maintaining classroom rules. However, some obstacles were identified. Teachers were sometimes less assertive in enforcing discipline, and limited variation in teaching methods led to student boredom. In addition, inadequate attention, motivation, and parental support negatively influenced students’ discipline, resulting in lateness, incomplete assignments, and other undisciplined behaviors.

This study examines the contribution of the PAKEM (Participatory, Active, Creative, and Fun) learning model in fostering students' self-confidence in outlying areas, especially Hoi Village, Oenino District, South Central Timor Regency. The background of the study is the low self-confidence of students due to minimal parental support, social pressure, and geographical and economic challenges that affect the quality of learning. This study aims to identify learning strategies used by teachers to build students' self-confidence and improve their learning achievement. The method used is a qualitative approach through literature studies and interviews with three informants: two elementary school teachers who actively teach and open free tutoring, and one local resident as a direct observer. The results of the study indicate that the implementation of the PAKEM model has a significant impact on increasing students' self-confidence through active, contextual, and fun learning activities. Teachers who are pedagogically sensitive are able to create an inclusive and supportive learning space, so that students feel valued and dare to express themselves. Despite obstacles such as time constraints, variations in student character, and a less than ideal teacher-student ratio, the PAKEM model still provides positive results in building learning motivation and restoring students' self-image. In conclusion, PAKEM is not just a learning method, but a transformative approach that is able to overcome students' psychological barriers and create a strong foundation of self-confidence to support children's academic success and character.

This study aims to analyse the correlations between parental support, motivation, and self-confidence. The research design used was quantitative research, and the method used was a survey with a Likert scale. The population was all athletes at the Flam Aquatic Kediri swimming club. The sampling technique used was saturated sampling, and this research used 37 athletes as the sample. The instrument was analysed by Pearson's product-moment and Bivariate correlation analysis test. The result shows that F count = 8.621 < F table = 3.28, a significant value of 0.001 < a significant level of 0.05, and the R-squared value was 0.336 which means that there is a significant correlation between the variables of parental support, motivation, and self-confidence of athletes at the Flam Aquatic Kediri swimming club. It correlates with 33.6%. It can be concluded that this research hypothesis, "There is a correlation between parental support, motivation, and self-confidence of athletes at Flam Aquatic Kediri swimming club”, is accepted. The higher the level of parental support and motivation given to the athletes, the higher their confidence in swimming will be.

This research is motivated by the low discipline of a number of students in performing congregational prayers, which is indicated by lateness, disorderliness, and efforts to avoid the obligation. The purpose of this study was to determine the urgency, implementation strategies, and supporting and inhibiting factors for the habit of congregational prayers in forming the character of student discipline at MTsN 9 Blitar. This study uses a qualitative approach with a case study type. Data collection techniques were carried out through interviews, observations, and documentation, while data analysis was through reduction, presentation, and drawing conclusions, with data validity obtained through triangulation, observer persistence, and peer discussion. The results of the study showed that the habit of congregational prayers has a high urgency in forming the character of student discipline, because it fosters an orderly, punctual, and consistent attitude towards obligations. The strategies used include habituation, role models, supervision, and punishment. Supporting factors consist of adequate facilities, educator commitment, and clear regulations, while inhibiting factors include lack of parental support, low student awareness, and the location of the mosque outside the madrasah environment.  This habituation has positive implications in instilling the value of discipline through a religious approach in the educational environment.

This study aims to examine the role of Self-Determination in improving students' learning persistence in the digital era. Self-Determination Theory explains that long-lasting learning motivation arises from within the individual, which is influenced by the fulfillment of three basic psychological needs: autonomy, competence, and relatedness. Amidst the challenges of the digital era, such as social media distractions, students are required to have internal motivation to remain diligent in learning. Through a qualitative approach, the researcher interviewed five students in depth. The results showed that students were able to maintain learning persistence because of personal goals, parental support, and previous academic success experiences. The three aspects of Self-Determination have been shown to play an important role in shaping students' learning persistence despite facing digital disruptions. This study shows the importance of strengthening internal motivation to support learning success in the digital era.

Inclusive education at the elementary school level requires an appropriate approach to support the learning success of students with special needs, including children with Attention Deficit Hyperactivity Disorder (ADHD). This study aims to analyze the effectiveness of the individual guidance approach in helping children with ADHD overcome learning challenges, as well as identifying obstacles and supporting factors in its implementation in elementary school environments. This study uses a qualitative descriptive approach with a case study method at SDIT Al-Ghazali Pamekasan, through data collection techniques in the form of observation, in-depth interviews, and documentation. The subjects of the study were grade 4 teachers and one of the students with ADHD as the main subject. Data were analyzed using data reduction, data presentation, and conclusion drawing methods. The results of the study showed that individual guidance was significantly able to improve learning focus, as well as the social and emotional skills of students with ADHD. This success was greatly influenced by teacher involvement, parental support, and adaptive learning strategies. However, challenges such as limited teacher time, lack of varied learning media, and lack of special training are still obstacles that need to be addressed systematically. These findings contribute to the development of more effective inclusive education strategies, especially in supporting students with attention and behavioral disorders in elementary school environments.

This study analyzes the effectiveness of dance learning methods at RA Fatipa on early childhood development. This descriptive qualitative study used classroom observations, interviews with teachers and principals, and documentation to collect data. The results showed that dance learning methods at RA Fatipa were effective in improving cognitive, physical-motor, social-emotional, creativity, and character aspects of children. However, limited facilities and infrastructure, teacher training needs, and parental support are obstacles. This study recommends improving facilities and infrastructure, ongoing training for teachers, and closer cooperation between schools and parents to optimize the benefits of dance learning for children's holistic development.

This research aims to describe the implementation of singing methods in enhancing the musical intelligence of early childhood at RA Fatipa and to analyze its impact on the holistic development of children. Using a descriptive qualitative method with participatory observation techniques, in-depth interviews, and document studies, this research finds that the singing method at RA Fatipa is implemented integratively through various techniques, such as singing together, singing with movements, and using songs as learning media. The research results show a positive impact of the singing method on children's musical intelligence, cognitive development, language, socio-emotional, and motor skills. However, the study also identifies several challenges, namely limitations in facilities and infrastructure, the need for teacher training, the importance of parental support, as well as the need for a more systematic integration of the curriculum and strengthening of the evaluation and documentation system. This study recommends improving facilities and infrastructure, continuous training for teachers, active parental involvement, better curriculum integration, and the development of a structured evaluation and documentation system to optimize the implementation of singing methods and their impact on children's development.

The learning strategy of Islamic Religious Education (PAI) plays a crucial role in shaping students' character and morality, especially in addressing educational challenges in the era of Generation Alpha. This generation, born amid rapid technological advancement, tends to be fast-thinking, visual, and practical, yet is also vulnerable to moral crises and ethical degradation. This study aims to describe and analyze the PAI learning strategies implemented at MTs Ma’arif NU Sragi in shaping the noble character and morals of students. The research employs a descriptive qualitative approach with data collection techniques including observation, in-depth interviews, and documentation. The findings reveal that the applied learning strategies include project-based religious learning, internalization of values through teacher role modeling, utilization of Islamic digital media, and contextual learning relevant to students' daily lives. These strategies have proven effective in instilling values of religiosity, discipline, responsibility, and honesty. The success of these strategies is supported by a religious school environment, active teacher involvement, and parental support. Challenges encountered include limited technological facilities and the pervasive negative influence of social media. This study recommends the reinforcement of collaboration among teachers, parents, and educational institutions to optimize the role of PAI in developing the character of future generations.

This study aims to analyze the implementation of Akidah Akhlak learning in developing religious character among 8th-grade students at SMP NU Kajen. Religious character serves as the foundation of Islamic education in facing moral degradation challenges in the globalization era. Using a descriptive qualitative approach, data were collected through participatory observation, in-depth interviews, and documentation study. The results show that Akidah Akhlak learning is implemented through: (1) planning (integrated curriculum development and character-based lesson plans), (2) implementation (experiential learning, teacher modeling, and habituation), and (3) evaluation (authentic assessment). The formation of religious character is manifested in five dimensions: faith, worship, morals, knowledge, and practice. Supporting factors include pesantren-based school environment, parental support, and extracurricular religious programs, while inhibiting factors include social media influence, limited learning time, and diverse student backgrounds.

The purpose of this study was to examine the relationship between parental and teacher support with geography learning achievement of grade X students at MA Ma'arif Udanawu Blitar. This research uses quantitative research and the type of correlation and relationship research. Data collection methods for parental and teacher support in this study using a questionnaire, while to obtain learning outcomes data using odd semester report card scores. This study used a sample of 96 students from a total population of 642 grade X students at MA Ma'arif Udanawu Blitar. Analysis data on hypothesis testing using product moment correlation test and multiple linear regression test. The results of this study indicate that parental support and teachers have a positive and significant relationship with geography learning achievement of grade X students at MA Ma'arif Udanawu Blitar, as evidenced by the significance value of the F test of 0.000 <0.05 then H0 is rejected and H1 is accepted.

The COVID-19 pandemic triggered a sudden and massive shift from face-to-face (offline) learning to online learning across all levels of education, including elementary schools. This article aims to analyze the transformation process, identify the challenges faced, and examine adaptive strategies implemented by educators during and after the pandemic. Using a qualitative approach through literature review, the study reveals several key issues such as unequal access to technology, limited digital competence among teachers, and the crucial role of parental support at the elementary level. It also explores how blended learning and creative media usage emerged as practical solutions. The findings highlight the need for sustainable digital education models that are inclusive, adaptive, and supportive of students' developmental needs in the post-pandemic era.