SRI NGAYOMI YUDHA WASTUTI, AMAN SIMAREMARE, SUDIRMAN
DOI: https://doi.org/This study aimed to develop a Responsive Guidance-Based Parental Assistance Management Model that is valid, practical, and effective in enhancing the learning outcomes of elementary school students in Percut Sei Tuan District, Deli Serdang Regency. The research was motivated by the low level of systematic parental involvement in students’ learning, weak collaboration between schools and families, and the absence of a structured and adaptive management model responsive to students’ psycho-pedagogical characteristics. The research employed a Research and Development (R&D) approach adapted from the Borg & Gall model, implemented through three stages of trials involving six elementary schools. The development process included needs analysis, model design, expert validation, limited trials, and broader application to ensure both theoretical soundness and practical usability. Findings demonstrated that the developed model achieved high content and construct validity based on expert evaluation, indicating strong theoretical alignment and internal consistency. The model also exhibited high practicality as assessed by teachers and parents, signifying ease of implementation and relevance to real classroom and home-learning contexts. Its effectiveness was confirmed through empirical testing: during the initial training phase (Trial I), participant comprehension increased markedly from 11.4% (pretest) to 88.6% (posttest). Moreover, sequential implementation across Trials I, II, and III revealed significant and consistent improvements in all key indicators. By Trial III, (1) high-category parental involvement reached 88.45%, (2) high-category teacher implementation of responsive guidance reached 82.13%, and (3) high-category student learning outcomes reached 76.53%, with no participants remaining in the “low” category. The novelty of this research lies in integrating the management approach (POAC: Planning, Organizing, Actuating, Controlling) with the principles of responsive guidance into a cohesive managerial framework that is both applicative and contextually adaptive to school-family dynamics. This synergy not only bridges the gap between pedagogical guidance and managerial practice but also provides a sustainable mechanism for strengthening home–school collaboration. In conclusion, the Responsive Guidance-Based Parental Assistance Management Model is empirically proven to be valid, practical, and effective in improving students’ learning outcomes. Its systematic design offers a strategic innovation for empowering teachers and parents as collaborative partners in the continuous improvement of basic education quality.
