<![CDATA[This study aims to describe the implementation of digital parenting, the level of students’ learning discipline, the supporting and inhibiting factors of its implementation, and the relationship between digital parenting and the learning discipline of third-grade students at SD Negeri Rau, Kedung District, Jepara Regency. The research employed a qualitative approach with a case study design. The participants consisted of selected third-grade students, a classroom teacher as the key informant, and parents as supporting informants. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data presentation, and conclusion drawing through source and technique triangulation. The findings reveal that digital parenting has been implemented through monitoring gadget use, limiting screen time, providing learning assistance, and guiding children in the responsible use of technology. However, its implementation has not been fully optimal or consistent due to parents’ limited time and children’s high interest in gadgets. Students’ learning discipline still requires improvement, as indicated by a lack of focus during lessons, noncompliance with classroom rules, low responsibility in completing assignments, and irregular study habits. Supporting factors for digital parenting include parental awareness, effective parent–child communication, and collaboration between parents and teachers. Meanwhile, the inhibiting factors include parents’ work-related busyness, peer influence, children’s strong interest in gadgets, and easy access to digital technology. The study also found a positive relationship between digital parenting and students’ learning discipline. The better the supervision, limitation, and assistance provided by parents, the better the learning discipline demonstrated by students.]]>
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