The Role of Teachers and Parents in Addressing Students’ Habitual Tardiness at SD Muhammadiyah 01 Kandang Panjang, Pekalongan City

Abstract

Student tardiness remains a significant challenge in elementary education because it affects learning effectiveness, academic achievement, and character development. This study aimed to analyze the roles of teachers and parents in addressing habitual tardiness among students at SD Muhammadiyah 01 Kandang Panjang, Pekalongan City. The study employed a qualitative descriptive research design involving the principal, classroom teachers, subject teachers, parents, and students who frequently arrived late at school. Participants were selected through purposive sampling. Data were collected through observations, interviews, and documentation. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data collection, data reduction, data display, and conclusion drawing. Source and method triangulation were applied to ensure data credibility. The findings revealed that student tardiness was influenced by both internal and external factors. Internal factors included poor time management, lack of self-discipline, low learning motivation, and unhealthy sleeping habits. External factors consisted of limited parental supervision, transportation issues, family routines, and environmental influences. Teachers played important roles through discipline reinforcement, educational guidance, counseling services, and positive reinforcement strategies. Parents contributed by establishing consistent daily routines, monitoring school preparation, ensuring punctual wake-up schedules, and providing transportation support. The study also found that effective collaboration between teachers and parents significantly improved student punctuality. Communication through meetings, phone calls, and messaging applications facilitated joint monitoring and intervention efforts. The findings suggest that overcoming student tardiness requires integrated cooperation between schools and families to strengthen student discipline and support character development. Therefore, teacher-parent collaboration should be continuously enhanced as an effective strategy for promoting punctuality among elementary school students.