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This paper aims to determine the role of the school curriculum and the role of parents in managing family resources for the education of kindergarten children. This paper is the result of a 2021 study in 32 kindergartens consisting of 6 (six) state kindergartens and 26 private kindergartens in a number of cities in Indonesia. Data was collected through questionnaires, interviews, focus group discussions, and relevant school document sources. The analysis was carried out using SEM technique to determine the fit of the model, the relationship between variables, and the contribution of indicators to each variable. The results of the processing also become the basis for conducting qualitative analysis to explore problems, draw conclusions, and make recommendations needed in the implementation of Kindergarten. From this study, it is known that the school curriculum factor with the support of guidance & counseling variables and learning facilities has a positive influence on kindergarten student learning. Likewise, the role of family resource management, especially parental participation, has a positive effect on kindergarten student learning. Furthermore, student learning has a positive impact on children's learning outcomes, both in developing religious behavior, social adjustment, integrity, moral behavior, emotional control, independence, responsibility, and cooperation. It is recommended in the implementation of education in kindergarten to give greater attention and emphasis to the indicators that have the strongest contribution to each variable.
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