School and Parent Partnership through the Parenting Program at Madrasah Ibtidaiyah Nahdlatul Ulama Metro

Abstract

Educational transformation in the digital era has intensified the need for collaboration between schools and parents in supporting children’s learning processes. Previous studies have predominantly examined parenting programs in relation to parental capacity building, character education, and the prevention of negative student behavior, while limited attention has been directed toward how school–family partnerships through parenting programs shape students’ learning behavior and academic readiness at the elementary madrasah level. This study aims to analyze the implementation of a parenting program and its implications for students’ learning behavior at Madrasah Ibtidaiyah Nahdlatul Ulama Metro. The study employed a qualitative descriptive approach involving the headmaster, homeroom teacher, parents, and third-grade students as research participants. Data were collected through interviews, observations, and documentation, then analyzed using interactive techniques consisting of data reduction, data display, coding, and conclusion drawing. The findings reveal that parenting programs strengthen parental involvement through intensive communication and learning collaboration between schools and families. Consistent parental engagement contributes to the formation of disciplined learning habits, increased motivation, stronger responsibility, and better student readiness in classroom learning. School–family communication also functions as a mechanism that aligns learning practices at home and school, thereby supporting more adaptive student learning behavior. This study contributes theoretically to the discourse on school-family partnership by demonstrating that parenting programs function not only as communication forums but also as socio-educational interventions that shape students’ learning behavior through collaborative parenting practices.