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All Journal Jurnal ABDINUS : Jurnal Pengabdian Nusantara Sistem-Among : Jurnal Pendidikan Sekolah Dasar
Muhammad Feri Dimyati
Universitas Negeri Malang
Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Parental Involvement In Diverse Family Structures: a Qualitative Analysis of its Role in Elementary Students Learning Outcomes Muhammad Feri Dimyati; Siti Faizah; Riska Pristiani
Sistem-Among : Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/sistemamong.v6i1.4249

Abstract

Parental involvement plays a crucial role in supporting children's academic success. Previous studies have mostly focus on quantitative relation and have not deeply explored the form of parental involvement in specific elementary school contexts. This study aims to describe the forms of parental involvement and its relationship with students’ learning outcomes at SDN Kromengan 1, Malang Regency. The research uses a qualitative approach involving six students who met the criteria along with their parents to allow in-depth exploration. Data were collected through observation, interviews, and documentation. The findings reveal that parental involvement is strongly associated with students’ learning outcomes, particularly in the cognitive domain (academic achievement) and the affective domain (motivation and classroom engagement), while differences in psychomotor aspects were less prominently observed. On the other hand, students who receive less involvement are more likely to have lower academic results. Parental involvement can include involvement in learning activities, effective communication, as well as moral and material support. In conclusion, This study indicates that parental involvement is closely associated with students’ academic achievement in the observed context. This study contributes by providing a contextual understanding of how different forms of parental attention shape students’ learning outcomes at the elementary level.
Transformasi Refleksi Pembelajaran: Peningkatan Kemampuan Menulis Karya Ilmiah Guru SD Laboratorium UM melalui Pelatihan Penulisan Penelitian Tindakan Kelas Radeni Sukma Indra Dewi; Gatut Susanto; Ade Eka Anggraini; Shirly Rizki Kusumaningrum; Muhammad Feri Dimyati; Ahmad Irfan; Syafira Nurhanifa; Siti Ni’matul Fitriyah; Siti Mufidah
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 10 No 3 (2026): Volume 10 Nomor 3 Tahun 2026
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v10i3.29878

Abstract

Classroom Action Research (CAR) serves as a form of professional reflection that assists teachers in improving their instruction; however, teachers at the Laboratory Elementary School of the State University of Malang (SD Lab UM) are not yet accustomed to conducting CAR systematically and continue to face difficulties in drafting CAR reports and journal articles. This community service initiative aimed to enhance teachers' competencies in conducting CAR and in preparing CAR reports and articles. The program employed a participatory approach, encompassing situational analysis, focus group discussions (FGD), CAR training, mentoring, and evaluation. Program effectiveness was assessed through a 10-item pre-test and post-test, analyzed using the normalized gain (N-Gain) and a paired-sample t-test involving 23 teachers who completed both assessments. The mean score increased from 79.57 to 88.26 (N-Gain = 0.43, categorized as moderate; t(22) = 2.36, p = 0.027). Among the participants, 13 teachers showed improvement, 6 remained unchanged, and 4 experienced a decline. The most significant gains were observed in the areas of CAR principles and problem identification, while the formulation of article titles remained the weakest aspect. In the post-test, 23 out of 24 teachers successfully articulated problem identification and CAR action plans, compared to only 7 out of 33 teachers in the pre-test. While this program improved the teachers' conceptual understanding of CAR, continued support in academic writing is still required.
Co-Authors Ade Eka Anggraini Ahmad Irfan Gatut Susanto Radeni Sukma Indra Dewi Riska Pristiani Shirly Rizki Kusumaningrum Siti Faizah Siti Mufidah Siti Ni’matul Fitriyah Syafira Nurhanifa