<![CDATA[Penelitian ini bertujuan untuk menganalisis kolaborasi antara guru dan orang tua dalam meningkatkan keterampilan membaca dan menulis siswa kelas rendah di UPTD SD Inpres Ngapaboa. Penelitian menggunakan pendekatan campuran (mixed research) dengan tahapan eksplorasi awal yang diikuti pengumpulan data lanjutan untuk memperdalam hasil (sequential exploratory). Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan teknik kualitatif dan kuantitatif. Keabsahan data diuji dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa: (1) kolaborasi antara guru dan orang tua dilakukan melalui tiga tahapan, yaitu: (a) tahap pemetaan masalah meliputi komunikasi mengenai kesulitan siswa dalam membaca dan menulis serta pembentukan kesepakatan kolaborasi; (b) tahap penyusunan aturan dasar melibatkan perancangan strategi pembelajaran yang disepakati bersama; dan (c) tahap pelaksanaan, di mana strategi diterapkan baik oleh guru di sekolah maupun orang tua di rumah, disertai komunikasi untuk memantau kemajuan siswa; (2) keterampilan membaca siswa kelas rendah meningkat melalui pelaksanaan kolaborasi ini; dan (3) keterampilan menulis siswa kelas rendah juga menunjukkan peningkatan yang signifikan. Hasil ini menunjukkan pentingnya sinergi antara guru dan orang tua dalam mendukung perkembangan literasi siswa. This study aims to analyze the collaboration between teachers and parents in improving the reading and writing skills of lower-grade students at UPTD SD Inpres Ngapaboa. The research employs a mixed-method approach with an initial exploration phase followed by subsequent data collection to deepen findings (sequential exploratory). Data were collected through interviews, observations, and documentation, and analyzed using qualitative and quantitative techniques. Data validity was ensured through source triangulation. The findings reveal that: (1) collaboration between teachers and parents is conducted in three stages: (a) problem mapping, including communicating students' reading and writing difficulties and forming collaboration agreements; (b) establishing foundational rules, involving the joint planning of teaching strategies agreed upon by both parties; and (c) implementation, where strategies are applied by teachers at school and parents at home, accompanied by ongoing communication to monitor student progress; (2) students' reading skills improved significantly during the implementation of this collaboration; and (3) students' writing skills also experienced notable enhancement. These results underscore the critical role of synergy between teachers and parents in supporting students' literacy development.]]>
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