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All Journal Jurnal Bidang Pendidikan Dasar Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Diana Wulandari
Universitas PGRI Kanjuruhan Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Authoritarian, authoritative, and permissive parenting: their influence on school truancy behavior Diana Wulandari; Aminah Norudin; Arnelia Dwi Yasa
Jurnal Bidang Pendidikan Dasar Vol 10 No 2 (2026): June
Publisher : Universitas Kanjuruhan Malang

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Abstract

School truancy is a serious issue in education. This study aimed to examine the influence of parenting styles on school truancy and identify the most dominant parenting style affecting truancy behavior. The population consisted of 1,500 students with at least three truancy records in one semester, from which 500 students were selected through purposive sampling. Data were collected using the Parental Authority Questionnaire (PAQ) and analyzed using descriptive statistics and multiple linear regression. The mean scores for authoritarian, authoritative, and permissive parenting styles were 3.12, 3.10, and 3.12, respectively. Results indicated that all parenting styles significantly influenced truancy (p < 0.05). Permissive parenting showed the strongest effect (β = 0.396), followed by authoritarian (β = 0.308) and authoritative (β = 0.267). In conclusion, parenting styles significantly affect school truancy, with permissive parenting being the most influential factor.
Transcending Institutional Origins: The Homogeneity of Multidimensional Moderate Character Among Prospective Elementary Teachers Yulianti; Duran Corebima Aloysius; Diana Wulandari; Hena Dian Ayu; Putri Dwi Retno Kurniawati; Yani Septia Rachmawati; Fauzan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19499

Abstract

This study aims to investigate the phenomenon of "Institutional Transcendence" by examining whether institutional origins (public vs. private schools) influence the multidimensional moderate character of prospective elementary teachers. Employing a comparative quantitative approach combined with structural modeling, data were elicited from 76 second-semester students of the Elementary School Teacher Education program. The results of a One-Way ANOVA demonstrate no statistically significant disparity in moderate character levels based on institutional origins (F=0.071, p=0.791 > 0.05). Furthermore, Partial Least Squares Structural Equation Modeling (PLS-SEM) confirms the structural integrity of the multidimensional model (R2 = 0.196), identifying Cultural Adaptability and Conflict Resolution as the most significant drivers of moderation. These findings suggest that the higher education environment acts as a potent "Equalizer," effectively homogenizing values through a shared academic ecosystem. The study concludes that while the "Equalizer" effect successfully aligns cognitive and affective dispositions, a "Knowing to Action Gap" persists, necessitating a pedagogical shift toward experiential "Moral Action" to transform theoretical moderation into decisive civic courage.
Co-Authors Aminah Norudin Duran Corebima Aloysius Fauzan Hena Dian Ayu Putri Dwi Retno Kurniawati Yani Septia Rachmawati Yasa, Arnelia Dwi Yulianti Yulianti