The Relationship between Democratic Parenting Styles of Parents and Students' Academic Achievement
DOI:
https://doi.org/10.36668/zmrtyj88Abstract
This study aims to determine the relationship between democratic parenting styles of parents and the academic achievement of fifth-grade students at MI Ma'arif Kalibeber in the 2025/2026 academic year. Democratic parenting is an approach that emphasizes a balance between effective warmth, two-way communication, and setting rational boundaries. While academic achievement is measured based on the average grade of the odd semester. This study uses a quantitative correlational method with a total of 24 fifth-grade B students selected using a non-saturated sampling technique. The instrument used is a democratic parenting questionnaire consisting of 50 statements, of which 43 items were declared valid with a Cronbach Alpha reliability value of 0.847. Data were analyzed using the Shapiro-Wilk normality test, linearity test, and Pearson Product Moment correlation test. The results showed that both variables were normally distributed with a significance value of 0.455 for democratic parenting styles and 0.225 for academic achievement, where both were > 0.05. The linearity test shows an R value of 0.417 and an R Square of 0.174, indicating a linear relationship between variables. The results of the Pearson Product Moment correlation test obtained a correlation coefficient of 0.417 with a significance value of 0.043 (<0.05), so the alternative hypothesis (Ha) is accepted. Thus, there is a positive and significant relationship between democratic parenting styles of parents and student academic achievement, although the level of the relationship is in the moderate category. Democratic parenting styles contribute 17.4% to student academic achievement, while 82.6% is influenced by other factors such as learning motivation, school environment, and peer influence.
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