PARENTAL COMMUNICATION AND CHILDREN’S RECEPTION OF LEARNING MATERIALS: A BIOPSYCHOSOCIAL REGULATION PERSPECTIVE IN TELUK JAYA VILLAGE

Abstract

This study examines parental communication and children's reception of learning materials through a biopsychosocial regulation perspective in the agrarian community of Teluk Jaya Village. A descriptive qualitative approach was employed, involving elementary school-aged children as the primary informants and parents and teachers as supporting informants. Data were collected through observation, in-depth interviews, and documentation and analyzed using the Miles and Huberman interactive model, which comprises data condensation, data display, and conclusion drawing and verification. Data trustworthiness was strengthened through source and technique triangulation. The findings reveal four main patterns. First, parent–child communication is constrained by agricultural work routines and tends to be functional rather than educational and dialogical. Second, limited learning assistance is associated with difficulties in conceptual understanding, inconsistent task completion, and insufficient reinforcement at home. Third, children display varied biopsychosocial responses, ranging from adaptive independence to difficulties in concentration, motivation, and academic self-confidence. Fourth, teachers and peers provide complementary support for learning. The study concludes that brief but reflective communication, combined with family–school collaboration, is essential for strengthening children's reception of learning materials and maintaining balanced biopsychosocial regulation.