<![CDATA[This research departs from the phenomenon of the weakening role of the family in children's Al-Qur'an education, marked by an increasing dependence on Al-Qur'an Education Center (TPA) teachers and private Quran tutors in Pontianak City. This reality indicates that the home has not fully functioned as the main space for Al-Qur'an learning, while parental involvement in mentoring, supervising, and strengthening children's religious values remains relatively limited. This condition potentially leads to a dysfunction of the family's role in the child's religious education process. This study aims to analyze the role of parents in Al-Qur'an education and to examine the impact of family dysfunction on children's Al-Qur'an learning process in non-formal educational institutions. The study utilizes a qualitative approach with field research methods. Data collection was carried out through observation and in-depth interviews with purposively selected TPA teachers and private Quran tutors in Pontianak City, West Kalimantan. The obtained data were analyzed thematically using Talcott Parsons' structural functionalism framework through the A-G-I-L scheme (Adaptation, Goal Attainment, Integration, and Latency). The results show that parents' low Al-Qur'an literacy, lack of learning monitoring at home, and weak reinforcement of Qur'anic values in daily life impact the low motivation, discipline, and continuity of children's Al-Qur'an learning. This study confirms that the success of children's Al-Qur'an education does not solely depend on non-formal institutions but is highly determined by strengthening the role of parents as primary educators in the family through the processes of adaptation, goal attainment, role integration, and the continuous maintenance of Qur'anic values.]]>
