Empowering Parents through Andragogy: A Systematic Review on Parental Involvement in Children’s Mathematics Learning

• Lilis Karina Yulianingsih

  Indonesia University of Education

  Author

• Elih Sudiapermana

  Indonesia University of Education

  Author

This study examined parental involvement in children’s mathematics learning through an andragogical approach as the foundation for developing a lifelong learning–based parental empowerment model. The study addressed the problem that many parents, although willing to assist their children, often lack effective strategies to support mathematics learning at home. To provide a systematic understanding of this issue, a Systematic Literature Review (SLR) was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. The review process involved identifying, screening, and analyzing relevant studies retrieved from academic databases such as Google Scholar, ERIC, Scopus, ScienceDirect, and SpringerLink. Out of 200 initially identified publications, 30 studies met the inclusion criteria and were analyzed thematically. The results indicated that applying andragogical principles effectively improved parents’ awareness, motivation, and confidence as adult learners in guiding their children’s mathematics learning. Furthermore, integrating Indonesian Realistic Mathematics Education (PMRI) and deep learning approaches promoted contextual, reflective, and meaningful learning experiences. The synthesis concluded that the integration of andragogy, parental involvement, and realistic learning approaches provided a solid conceptual basis for developing a lifelong learning–oriented parental empowerment model that strengthens collaboration between schools and families.

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