Peran Komunikasi Orang Tua dan Guru dalam Mengatasi Kesulitan Belajar Anak di MI NW Kumbung

This study aims to describe the role of teacher–parent communication in overcoming children’s learning difficulties at MI NW Kumbung, East Lombok, and to identify the factors that influence it. A descriptive qualitative approach with a field research design was used. Data were collected from April to May 2026 through observation, structured interviews with the school principal, a fourth-grade teacher, and parents of fourth-grade students, and documentation. The data were analyzed using the interactive model of Miles and Huberman and validated through source and technique triangulation, member checking, and peer debriefing. The findings show that teachers act as mentors through initial assessments in the “Literasi Maulana” program and additional personal tutoring; as facilitators by providing learning media such as letter cards, pictures, a special reading guidebook, and handwriting books; and as motivators through praise, achievement stars, and ice breaking. At home, parents complement these roles by supervising study schedules and assisting with homework, which is sometimes delegated to older siblings, by providing stationery and reading materials despite economic limitations, and by giving moral encouragement, rewards, and educational reprimands. Supporting factors include the openness and care of teachers and the willingness of parents to supervise their children despite busy schedules, whereas the main obstacles are limited family income, limited time, and parents’ limited understanding of varied learning methods. Teacher–parent collaboration is therefore an important asset in minimizing learning difficulties, although communication still needs to become more dialogic and proactive. Keywords: teacher’s role; parent’s role; communication; learning difficulties; elementary madrasah Abstrak Penelitian ini bertujuan mendeskripsikan peran komunikasi guru dan orang tua dalam mengatasi kesulitan belajar anak di MI NW Kumbung, Lombok Timur, serta mengidentifikasi faktor-faktor yang memengaruhinya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian lapangan. Data dikumpulkan pada April hingga Mei 2026 melalui observasi, wawancara terstruktur dengan kepala madrasah, guru kelas IV, dan orang tua siswa kelas IV, serta dokumentasi. Analisis data memakai model interaktif Miles dan Huberman, dengan keabsahan data diuji melalui triangulasi sumber dan teknik, member check, dan diskusi teman sejawat (peer debriefing). Hasil penelitian menunjukkan bahwa guru berperan sebagai pembimbing melalui assessment awal pada program “Literasi Maulana” dan jam tambahan belajar secara personal; sebagai fasilitator melalui penyediaan media berupa potongan huruf, gambar, buku panduan membaca, dan buku halus; serta sebagai motivator melalui pujian, bintang prestasi, dan ice breaking. Di rumah, orang tua melengkapi peran tersebut dengan mengawasi jadwal belajar dan mendampingi pengerjaan tugas yang sesekali didelegasikan kepada kakak, menyediakan alat tulis dan buku bacaan di tengah keterbatasan ekonomi, serta memberikan dorongan moral, hadiah, dan teguran yang mendidik. Faktor pendukung meliputi keterbukaan dan kepedulian guru serta semangat orang tua untuk tetap mengawasi anak di sela kesibukan, sedangkan hambatan utama berupa keterbatasan ekonomi, waktu, dan pemahaman orang tua tentang metode pembelajaran yang bervariasi. Kolaborasi guru dan orang tua menjadi modal penting dalam meminimalkan kesulitan belajar, meskipun pola komunikasinya perlu dibangun lebih dialogis dan proaktif. Kata kunci: peran guru; peran orang tua; komunikasi; kesulitan belajar; madrasah ibtidaiyah