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bibo:abstract "This study addresses the limited integration of classroom teacher–parent interactions in understanding and responding to the educational needs of Madrasah Ibtidaiyah students. Previous studies on parental involvement, madrasah–home communication, emotional and character dimensions, scaffolding, and multimodal analytics remain largely separate and limited longitudinally. This study aims to describe student profiles based on emotional and character dimensions and to identify and interpret integrated teacher–parent interaction patterns based on these profiles. Using qualitative document analysis with grounded theory procedures, the study examined 234 records from 78 students across three semesters at two Nurul Islam Madrasah Ibtidaiyah. Data were drawn from IMERA documentation, including student live scans, teacher notes, parent reports, student statements, and cross-semester records. Analysis involved open, axial, and selective coding, constant comparison, analytic memoing, and negative case analysis. The findings show that students’ emotional profiles are situational and contextual, while their character profiles vary and may change across semesters. Of the 78 students, all showed Structured Educational Interaction (IEtS) in the first semester; in the second, 75 showed IEtS and 3 Intensive Educational Interaction (IEI); and in the third, 48 showed Independent Educational Interaction (IEM), 25 IEtS, and 5 IEI. The study formulates Adaptive Educational Interaction Patterns within the Continuum of Student Support Needs as a contextual substantive theory, with adjustment of educational interaction to changing student support needs as its core category. IEI, IEtS, and IEM are not linear stages or permanent labels, but adaptable forms of interaction. IMERA supports longitudinal documentation and indicative internal triangulation, not diagnosis or automated pedagogical decisions."^^xsd:string;
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