Parental–Student Collaboration in Implementing Effective Learning Strategies to Support Children’s Learning Independence: A Case Study of Class III-B at SDN 106815 Marindal 1

Abstract

Learning independence is an important skill that needs to be developed since elementary school, especially through directed learning habits and family support. This study aims to analyze the collaboration of parents and students in implementing effective learning strategies to support the learning independence of grade III B students at SDN 106815 Marindal 1. This study uses a qualitative approach with a case study type. The research subjects included grade III B students, their parents, and class teachers. Data were collected through observation, interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña which includes data condensation, data presentation, and drawing and verifying conclusions. Data validity was carried out through triangulation of sources and techniques. The results of the study indicate that collaboration between parents and students can be realized through learning assistance, providing motivation, time management, providing a conducive learning environment, monitoring assignments, and evaluating learning activities. The learning strategies implemented include active recall, practice testing, spaced practice, learning time management, and mind mapping. The implementation of this strategy supports the development of learning independence indicators, including learning initiative, time management skills, responsibility for tasks, perseverance, self-control, and self-evaluation. Research shows that parents' roles are more effective when positioned as facilitators and companions, providing gradual support without taking over student learning responsibilities. Thus, targeted collaboration between parents and students can support the development of regular study habits, responsibility, and learning independence in elementary school students. Successful implementation of this strategy requires consistency, communication between parents and teachers, and adaptation of the strategy to the characteristics and needs of the students.