Hubungan Pola Asuh Authoritative dan Self-Efficacy dengan Kepuasan Belajar Siswa Selama Masa Pandemi

DOI: https://doi.org/10.34007/jehss.v4i4.1094
Yulisna Ilyas(1), Nuraini Nuraini(2), Nefi Darmayanti(3),


(1) Universitas Medan Area
(2) Universitas Negeri Medan
(3) Universitas Medan Area

Abstract


The goal of this research is to find out the correlation between the relationship authoritative parenting and self-efficacy with student learning satisfaction during the pandemic. This research is a quantitative research with the population of 255 students of class XI and XII of SMA Swasta Shafiyyatul Amaliyyah Medan. By using random sampling technique obtained a sample of 156 people. The data gathering technique used three scales data: authoritative parenting, self-efficacy, and student learning satisfaction during the pandemic . The Data analysis using multiple regression analysis. Based on the result of research, therefore the conclusion are: 1) There is a significant positive correlation between authoritative parenting and student learning satisfaction during the pandemic. This is indicated by the correlation coefficient = 0.461 with p < 0.05. The coefficient = 0.212, this indicates that the authoritative parenting style contributes 21.2% effectively to student learning satisfaction during the pandemic. 2) There is significant positif correlation between between self-efficacy and student learning satisfaction during the pandemic seen from the correlation coefficient of r xy = 0.603 with p < 0.05, providing an effective contribution of 36.4%. 3). There is a significant positif correlation between authoritative parenting and self-efficacy  with student learning satisfaction. This is indicated by the coefficient F reg = 41.931 with p < 0.05, and the correlation coefficient R = 0.631 with p < 0.05 and = 0.398 with a contribution of 39.8%. Based on the research results the hypothesis is accepted.

Keywords


Authoritative Parenting; Self Efficacy; Student Learning Satisfaction; Pandemic

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DOI: https://doi.org/10.34007/jehss.v4i4.1094

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DOI: https://doi.org/10.34007/jehss.v4i4.1094

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