Management of Parental Guidance in Learning Islamic Religious Education in Relation to Children's Learning Achievement at School Qualitative Descriptive Study at Islamic Junior High School Tarogong Garut

Marwan Setiawan ,Asyifa Nur Rohmah ,Oom Komalasari
Keywords: Management, Guidance, Parents, Learning Achievement. ,


Good or bad child guidance is determined by the parents. Family guidance management is very influential on the intelligence and learning achievement of students at school. This research is to obtain information about parental guidance in learning Islamic Religious Education in relation to Children's Learning Achievement in Schools. In addition, it is hoped that it can make a valuable contribution to parents of students to guide their children in the family environment, especially in Islamic Religion Lessons, and teachers can work together and coordinate with parents of students, so that students can improve learning achievement at school. This research uses a qualitative approach with the case study method, because the problems discussed are currently occurring (actual). The data obtained will be processed according to the demands of a qualitative descriptive method, which begins with data collection and conclusions, so as to provide a clear picture. The results of the analysis are in the form of very descriptive accounts of the management carried out by parents in guiding children to help them learn and achieve at school. The management pattern of guidance and parenting in the family environment has actually been implemented, starting from planning, implementation, to supervision as a control pattern. Only in its implementation is it unofficial and administratively unpatterned, because the guidance of children in the family is informal education (unofficial/not in accordance with existing regulations). Not all parents understand and understand the science of management, but management is similar to management theory. Planning is not clear but in practice it is not directly patterned on planning. For example, in learning to walk, sometimes the father makes tools to help children learn to walk. in the implementation of the guidance is not systematic but the implementation is properly carried out. Likewise, the supervisory function is not visible and felt even though it is there, for example asking their children, whether they have prayed, whether they have memorized it, even if there is homework as a school assignment, parents carry out guidance and inform it according to their knowledge abilities. The role of parents in improving children's learning achievement at school is very influential. Parents who don't pay attention to their children's education, for example they don't care about their child's learning process, don't pay any attention to their child's interests and needs in learning, don't manage their study time, don't provide or complete learning tools, don't want to know how their child's learning is progressing, difficulties experienced by their children in learning and others, can cause children to be less or even not successful in their studies. The results obtained, grades or learning achievements will not be satisfactory and may even fail. Parents who always pay attention to their children, especially attention to their learning activities at home, make children more active and more enthusiastic in learning because they know that they are not the only ones who want to progress, but their parents also have the same desire. . So that the learning outcomes or learning achievements achieved by students are better. Likewise for future researchers, this can be used as a basic reference material for conducting similar research with the development of parental guidance management in learning Islamic religious education lessons and its relationship to children's learning achievement at school, so that an increase in student learning achievement is obtained.