<![CDATA[Primary education constitutes a crucial foundation for developing students’ competencies, character, and personality. Its success depends not only on teachers’ roles at school but also on parental involvement in assisting children’s learning at home. At SD Negeri 21 Mentok, this synergy has not yet been optimal, as reflected in parental participation of around 60%, while students still experience difficulties in independent learning. This study aims to describe forms of teacher–parent synergy, identify supporting and inhibiting factors, and analyze their implications for students’ learning motivation. This study employed a qualitative case study approach. Data were collected through 9 teachers, 20 parents, and 1 principal, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings indicate that teacher–parent synergy is manifested in a contextual partnership characterized by regular communication through digital media and face-to-face meetings, as well as coordinated monitoring of students’ learning progress. This collaboration is supported by shared commitment, communication through multiple channels, and the use of digital media. Nevertheless, several obstacles remain, particularly parents’ limited time, differences in educational backgrounds, and inconsistent communication. Overall, the partnership positively influences students’ learning motivation, reflected in greater readiness to learn, discipline, responsibility, enthusiasm, and more consistent learning behavior]]>
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