<![CDATA[This article aims to analyze the forms, mechanisms, challenges, and models of effective school-parent collaboration in fostering children's Islamic character. The research uses a qualitative approach with an integrative literature review method on reputable journal articles and scientific books that discuss family-school partnerships, character education, transmission of religious values, parenting, and Islamic education. Data was collected through tracing of sources published in 2015–2026, then analyzed using thematic analysis through data introduction, coding, theme grouping, review, and interpretive synthesis. The results of the study show that effective collaboration is determined by five main elements, namely value agreement, exemplary actualization, habituation synchronization, dialogical interaction, and evaluation harmonization. These five elements work sequentially and reciprocatedly, because changing children's behavior requires value direction, real examples, consistent practice, reasoning space, and continuous feedback. Collaboration is not enough in the form of parent meetings, the delivery of information, or involvement in ceremonial activities, but it should be an equal partnership that connects the child's moral experience at home and at school. The findings also show that message consistency, emotional closeness, two-way communication, and children's involvement in moral reflection play a stronger role than administrative or coercive supervision. This article offers the KASIH Model as a conceptual framework for school-parent collaboration in Islamic character education. The implication is that schools need to develop integrated parenting, habituation, digital communication, and character evaluation programs so that the values of faith, manners, honesty, trust, discipline, care, and responsibility develop into real habits of children]]>
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