Parental Involvement and Character Formation among Islamic Elementary School Students

Abstract

This study examines how parents participate in character formation at SDIT Al Azhar Tulungagung. A qualitative case study drew on interviews, observations, and document analysis involving the principal, teachers, parents, and students. Analysis proceeded through data condensation, thematic display, and interpretation across sources. Three themes were identified: home-based character education, school–parent collaboration, and character-related behaviors associated with parental involvement. Parents described modeling conduct, explaining expectations, and supervising religious and everyday routines. Teachers and parents reported that communication helped coordinate guidance across home and school. Observations documented punctuality, task completion, respectful interaction, peer assistance, and participation in religious activities. Together, these accounts suggest that repeated practice and coordinated guidance provide opportunities for developing discipline, honesty, responsibility, respect, and religiosity. However, the case-study design does not establish causal effects or demonstrate that these behaviors constitute stable dispositions. The study contributes a contextual account of how family practices and school arrangements intersect in Islamic elementary education. It recommends reciprocal communication, accessible parenting support, and attention to children's understanding of the values underlying expected conduct.