<![CDATA[This qualitative case study research was conducted during the Field Experience Practice (PPL) period at SDQ Bin Baz Wangon. The study focuses on an in-depth exploration of the phenomenon of low parental involvement in the education of two grade 1 students and its impact on their learning attitudes and motivation. The research uses a case study method with data collection techniques through: (1) active participant observation during learning activities and social interactions at school, (2) in-depth interviews with class teachers, and (3) document analysis (student workbooks and products). The research findings reveal two main forms of lack of parental involvement: (a) low structural involvement (response to school communication), and (b) minimal process involvement (home learning support, motivation provision). The observed impacts on the two students include passive learning attitudes, low self-confidence, weak intrinsic motivation, and slower development of basic academic competencies compared to their peers. As a reflection of PPL, this research concludes that effective collaboration between teachers and parents is a critical pillar in early-grade student learning. Field Experience Practice provides a real perspective on the complexity of the teacher's role, which is not only limited to knowledge transfer but also involves the ability to build partnerships with parents. It is recommended that PPL programs and teacher education curricula integrate more communication skills training and family engagement strategies.]]>
