Peran Orang Tua dalam Mendukung Keberhasilan Pembelajaran Calistung Siswa

Abstract

Reading, writing, and arithmetic skills (calistung) are essential foundations that determine the academic readiness of elementary school students. However, mastery of calistung is not solely influenced by school-based learning; it is also significantly shaped by parental support at home. This condition is evident at SDN 1 Sekarteja, where several students still struggle to master calistung due to limited learning assistance at home. This study aims to analyze the role of parents in supporting the success of calistung learning and to identify the supporting and inhibiting factors that emerge during the assistance process. The research employs a descriptive qualitative method involving students, teachers, and parents through observation, interviews, and documentation. Data were analyzed using the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The findings show that parental involvement plays a significant role in enhancing students’ calistung abilities. Consistent assistance, emotional encouragement, and the creation of family literacy habits effectively accelerate the development of reading, writing, and arithmetic skills. Conversely, limited time availability, low parental education levels, and inadequate learning facilities serve as major obstacles. The discussion emphasizes that strong collaboration between parents and teachers is essential to ensure continuity of learning at home. In conclusion, the success of calistung learning is the result of synergy between the school and the family. Parents hold a strategic role as motivators, facilitators, and role models in building a solid foundation of literacy and numeracy for their children.