<![CDATA[The purpose of this study is to examine how parental involvement and teacher effectiveness affect kids' academic performance at MTs Raudlatul Ulum Putri Ganjaran. The study used a descriptive design and a quantitative methodology. There were 56 individuals in the population, all of whom were ninth-grade students and were included in the research sample. With the aid of SPSS version 20, data were gathered using a questionnaire with a Likert scale, and multiple linear regression techniques were used for the analysis. With a regression coefficient value of β = 0.290 and a significance level of 0.038 (< 0.05), the partial test (t-test) results show that teacher performance has a positive and statistically significant impact on students' academic attainment. However, there was no statistically significant effect of parental attention on teenagers' academic achievement, with a regression coefficient value of β = 0.128 and a significance level of 0.486 (> 0.05). However, with a F value of 4.596 and a significance level of 0.014 (< 0.05), the simultaneous test (F-test) results show that parental attention and teacher performance together have a statistically significant impact on students' academic attainment. Together, parental attention and teacher performance account for 14.8% of the variance in pupils' academic attainment, with other factors outside the research model influencing the remaining 85.2%, according to the coefficient of determination (R²) of 0.148. These results show that, especially in the setting of boarding-based madrasah education, where there is comparatively less direct connection between students and their parents, teacher effectiveness is the more significant factor impacting students' academic accomplishment.]]>
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