<![CDATA[Purpose of the study: This study aims to examine the role of parents as guides, facilitators, and motivators in supporting the implementation of online Islamic Religious Education (PAI) learning. The study also identifies the forms of parental involvement, obstacles encountered, and efforts made to support students during online PAI learning. Methodology:This study employed a qualitative descriptive approach. Data were collected through semi-structured interviews, observations, and documentation involving parents, students, and PAI teachers. The research instrument consisted of interview and observation guidelines. Data were analyzed through data condensation, data presentation, and conclusion drawing, with source and technique triangulation used to ensure data validity. Main Findings:The findings indicate that parents perform three main roles in online PAI learning: guiding, facilitating, and motivating. Parents provide learning assistance, supervision, learning devices, internet access, and emotional support. Several obstacles were identified, including limited time, technological skills, learning facilities, internet access, and understanding of PAI materials. Parents respond by managing time, using additional learning resources, and communicating with teachers. Novelty/Originality of this study:The novelty of this study lies in integrating the roles of parents as guides, facilitators, and motivators specifically within online PAI learning. This integrated perspective extends previous studies that generally examine parental involvement in online learning separately or in general education. The findings highlight parents as educational partners supporting both academic learning and religious character development.]]>
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