<![CDATA[Students' learning interest is a key factor influencing the success of the learning process in elementary schools. However, low learning interest is still reflected in students' lack of enthusiasm, participation, and persistence during classroom activities. This study aimed to examine the influence of parental roles on the learning interest of sixth-grade students at SD Islam Arrisalah Slahung Ponorogo. A quantitative approach with a causal associative design was employed. The study involved 92 students selected through a saturated sampling technique. Data were collected using Likert-scale questionnaires, supported by observations and interviews, and analyzed using validity, reliability, normality, simple linear regression, t-test, and coefficient of determination analyses. The findings revealed that parental roles had a positive and significant effect on students' learning interest (p < 0.05), with a calculated t-value of 9.705 exceeding the critical t-value of 1.987. The coefficient of determination (R²) of 51.1% indicates that parental involvement accounts for a substantial proportion of the variance in students' learning interest, while the remaining 48.9% is explained by other factors beyond the scope of this study. These findings highlight the importance of parents' roles as educators, motivators, facilitators, and supervisors in fostering students' learning interest. This study contributes empirical evidence supporting stronger collaboration between families and schools to improve the quality of learning in elementary education]]>
