Diana Wahyu Panglipur. Analisis Kemitraan Sekolah dan Orang Tua dalam Menciptakan Pembelajaran Well-Being di TK Mutiara Hati. Thesis. Postgraduate Program Department of Pedagogy, Muhammadiyah University of Ponorogo.

Advisor 1: Dr. Ardhana Januar Mahardhani, M.KP. Advisor 2: Dr. Ana Maghfiroh, M.Pd.B.I.

This study is grounded in the importance of partnerships between schools and parents in supporting the creation of learning environments oriented toward the well-being of early childhood learners. Effective school–parent partnerships are believed to foster safe, comfortable, and meaningful learning experiences for children. This study aims to: (1) identify the forms of partnerships between schools and parents at Mutiara Hati Kindergarten; (2) describe the supporting and inhibiting factors in building school–parent partnerships at Mutiara Hati Kindergarten; and (3) analyse the impact of school–parent partnerships on the creation of well-being-oriented learning at Mutiara Hati Kindergarten.
This research employed a qualitative approach with a phenomenological design. The study was conducted at Mutiara Hati Kindergarten in Ponorogo, involving one principal, five teachers, and five parents as research participants. Data were collected through semi-structured interviews, participatory observation, and documentation. Data collection techniques included in-depth interviews, observation of learning activities and partnership programs, and analysis of supporting documents. Research instruments consisted of interview guidelines, observation sheets, and documentation records. Data analysis followed the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing, while data trustworthiness was ensured through source and technique triangulation.
The findings indicated that school–parent partnerships at Mutiara Hati Kindergarten are manifested through intensive and multi-channel communication, active parental involvement in school activities, clear role distribution, and the presence of structured partnership forums. Supporting factors included mutual trust, open communication, supportive school policies, and the use of technology, while inhibiting factors involved parents’ limited time and differences in perceptions. These partnerships have a positive impact on children’s learning comfort, social-emotional well-being, learning engagement, and the quality of parent–child relationships. This study concludes that school–parent partnerships are a key factor in creating well-being-oriented learning in early childhood education. It is recommended that schools continue to develop sustainable collaborative policies and strengthen humanistic communication with parents.

Keywords: Early Childhood Education, Zone of Proximal Development (ZPD), school–parent partnership, well-being-oriented learning, social-emotional well-being, Mutiara Hati Kindergarten