In education, the attention of parents is one factor that is very important and influences the education of their children. However, many parents underestimate their children's education. There are still many students who do not get enough attention from their parents in their studies. This is one of the factors in children's academic achievement that is not optimal. To improve learning outcomes, students must be motivated both internally and externally. This study discusses the problem of how the relationship between parental attention and student learning outcomes in grade IV elementary school. This type of research is qualitative with a descriptive approach. The source of the research material is the parents of elementary school students and their academic results. Observations, questionnaires and interviews were used as methods in data collection. The results showed that 15 students with a percentage of 71.42% received parental attention in the very good category, 4 students with a percentage of 19.04% in the good category, and 2 students with a percentage of 9.52% in the category of little parental attention. The average student learning outcomes in the very good category were achieved by 13 students with a percentage of 61.90%, in the good category were 6 students with a percentage of 28.57%, the less and less good categories each received 1 student with a percentage of 4.76%. . Thus, parental attention has a relationship with student academic results.

This journal aims to analyze the role of parents in increasing the literacy of elementary school age students. Parents are someone who is very close to the child. Parents are tasked with providing important stimulations in an effort to improve the literacy abilities of elementary school-age children. Many literacy movements have been carried out in schools to encourage elementary school-age children to like reading, but actually the key to reading for children depends on the active role of parents. The results of the data analysis show that there are 6 types of parental involvement which include involvement in the form of parenting, communication, volunteering, empowering learning at home, collaboration with the community and decision making. Although parental involvement has its own challenges, it has been proven to help increase not only student literacy, in reading and writing, but also literacy in other areas that reflect real-world literacy. It is hoped that the results of this research can inspire related parties on how to empower the role of parents to increase student literacy.

This article aims to compile information on the implementation of informatics learning outcomes (CP) in mathematics education at elementary schools. The study utilizes a descriptive analytical research approach, employing library research methods to gather data from journals, news, and books obtained from both internet sources and digital libraries. Data collection techniques involve conducting a literature review, while qualitative analysis is employed to describe the data obtained through document analysis. The results demonstrate that there are three key elements of informatics learning outcomes that are absent during phase A of mathematics education in elementary schools.