<![CDATA[General Background Modernization and globalization have created an educational crisis by generating high cognitive outputs while degrading moral, social, and religious values, causing parental anxiety regarding ideal school standards. Specific Background This study investigates parent-teacher synergy implemented in homeschooling group learning at Homeschooling Group SD Mutiara Ummah (HSGSD Mutiara Ummah). Knowledge Gap Although alternative non-formal education frameworks like homeschooling groups attempt to address the monotony and shortcomings of conventional schools, detailed explorations of how parents and teachers actively collaborate as learning centers remain necessary. Aims This study aims to determine how parent-teacher synergy is implemented in learning at HSGSD Mutiara Ummah. Results Utilizing a qualitative phenomenological method, the findings reveal that parent-teacher synergy takes the form of learning assistance, parent participation in extracurricular activities, controlling contact books, and active communication between teachers and parents. Novelty This work details the practical synchronization of family-centered education with Islamic values and structured homeschooling group frameworks. Implications These findings establish that active parent-teacher collaboration is a prerequisite for supporting successful learning outcomes and overcoming developmental hurdles in alternative education. Highlights: Homeschooling group learning relies on parents as the center of learning, which requires strong synergy between parents and teachers to achieve educational goals. Collaborative practices include learning assistance, parent participation in extracurricular activities, contact book monitoring, and active communication. Parental support and intensity of communication directly impact student attendance, engagement, and mastery of learning materials. Keywords: Synergy, Learning, Homeschooling, Parents, Teachers]]>
