<![CDATA[Mathematics learning outcomes among Grade IIIC students at MI Guppi Borong Pa’la’la showed variations, while family conditions indicated differences in communication, support, attention, and learning assistance. This study aimed to determine the effect of democratic parenting on students’ mathematics learning outcomes, the effect of family interaction on students’ mathematics learning outcomes, and the simultaneous effect of democratic parenting and family interaction on students’ mathematics learning outcomes. This study employed a quantitative approach with an ex post facto research design. The population consisted of 25 Grade IIIC students, all of whom were selected as the research sample using saturated sampling. Data were collected through questionnaires, documentation, and semi-structured interviews as supporting data. The research instruments were tested for validity and reliability. Data were analyzed using descriptive statistics and multiple linear regression through t-tests, an F-test, and the coefficient of determination. The results showed that democratic parenting did not have a significant partial effect on mathematics learning outcomes, with a significance value of 0.389 (> 0.05) and a reported contribution of 1.90%. Family interaction had a significant partial effect on mathematics learning outcomes, with a significance value of 0.000 (< 0.05) and a reported contribution of 45.02%. Simultaneously, democratic parenting and family interaction significantly affected mathematics learning outcomes, as indicated by an F-test significance value of 0.000 (< 0.05). The R Square value of 0.546 indicated that 54.6% of the variation in mathematics learning outcomes could be explained by democratic parenting and family interaction, while the remaining 45.4% was related to other factors outside this study]]>
