<![CDATA[This study aims to examine the effect of academic stress on students’ dissatisfaction responses and whether parental involvement moderates this relationship. A quantitative approach with a cross-sectional design was employed. The sample consisted of 30 students from 10 classes at SMP X, and the data were analyzed using multiple regression and Moderated Regression Analysis (MRA) with SPSS version 30. The regression analysis showed that academic stress significantly affected all four dimensions of dissatisfaction response: Exit, Voice, Loyalty, and Neglect. However, the MRA results indicated that parental involvement did not moderate the relationship between academic stress and any of the four responses (p 0.05). The R-Square values for each MRA model were: Exit = 0.3237; Voice = 0.5884; Loyalty = 0.1869; and Neglect = 0.0209. These findings suggest that while parental involvement is generally important in education, it did not significantly strengthen or weaken the impact of academic stress on students’ dissatisfaction responses in this context.ABSTRAKPenelitian ini bertujuan untuk menguji pengaruh stres akademik terhadap respons ketidakpuasan siswa serta apakah keterlibatan orang tua memoderasi hubungan tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain cross-sectional. Sampel terdiri dari 30 siswa SMP X dari 10 kelas, dan data dianalisis menggunakan regresi berganda serta Moderated Regression Analysis (MRA) melalui SPSS versi 30. Hasil analisis regresi menunjukkan bahwa stres akademik berpengaruh signifikan terhadap keempat dimensi dissatisfaction response, yaitu Exit, Voice, Loyalty, dan Neglect. Namun, hasil MRA menunjukkan bahwa keterlibatan orang tua tidak berperan sebagai moderator dalam hubungan antara stres akademik dan keempat respons tersebut (p 0,05). Nilai R-Square pada masing-masing model MRA adalah: Exit = 0,3237; Voice = 0,5884; Loyalty = 0,1869; dan Neglect = 0,0209. Temuan ini mengindikasikan bahwa meskipun keterlibatan orang tua penting dalam pendidikan, dalam konteks ini tidak terbukti dapat memperkuat atau memperlemah pengaruh stres akademik terhadap respons ketidakpuasan siswa.]]>
