The Relationship between Parental Communication Patterns and Elementary School Students’ Learning Discipline

Authors

  • Lystia Nabilah UIN Syarif Hidayatullah Jakarta
  • Lu’luil Maknun UIN Syarif Hidayatullah Jakarta

DOI:

https://doi.org/10.51574/judikdas.v3i4.759

Keywords:

parental communication, learning discipline, elementary school

Abstract

Student learning discipline is one of the crucial foundations in achieving optimal academic achievement, but discipline problems are still often found in the elementary school environment. This study aims to analyze the relationship between parental communication patterns and the learning discipline of fifth-grade students at Rawabuntu 01 State Elementary School. This study used a quantitative approach with a correlational design, involving 54 students as samples selected through the Slovin formula. Data were collected through questionnaires measuring parental communication patterns based on openness, empathy, support, positive attitude, equality, and learning discipline based on order, self-control, and concentration. The results showed a positive and significant relationship between parental communication patterns and learning discipline, with a correlation value of 0.468 and a contribution of 21.9%. Specific findings show that positive attitudes and parental support have the most significant influence, while communication openness still needs improvement.

References

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Published

2024-12-19

How to Cite

Nabilah, L., & Maknun, L. (2024). The Relationship between Parental Communication Patterns and Elementary School Students’ Learning Discipline. Jurnal Ilmu Pendidikan Dasar Indonesia, 3(4), 210–220. https://doi.org/10.51574/judikdas.v3i4.759

Issue

Vol. 3 No. 4 (2024): SEPTEMBER

Section

Articles

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