The Influence of Parenting Styles on Junior High School Students' Digital Literacy in Social Studies Learning

Nasywa Tsany Warastri (Social Studies Education Department, Universitas Lambung Mangkurat)
Mutiani Mutiani (Social Studies Education Department, Universitas Lambung Mangkurat)
Syarifuddin Syarifuddin (Social Studies Education Department, Universitas Lambung Mangkurat)
Fatwa Nur'aini (Social Studies Education Department, Universitas Lambung Mangkurat)
Sigit Triyono (Social Studies Education Department, Universitas Lambung Mangkurat)

The Innovation of Social Studies Journal
Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026

The extent to which parents actively engage in overseeing and assisting their children with online pursuits is still not meeting the desired level. The advancement of digital technology demands that students' possess strong digital literacy skills to support the learning process, particularly in Social Studies. Differences in parenting styles, including authoritarian, permissive, and democratic styles, have been shown to influence how students use technology effectively, critically, and responsibly. Nevertheless, research specifically investigating the impact of parental approaches on the digital competencies of adolescents in junior secondary education, particularly within the domain of Social Studies instruction in Banjarmasin City, is not extensive. Unlike previous studies that examined parenting styles in general child development contexts, this investigation aims to quantify the effect of parenting styles on three distinct components of digital literacy as applied to Social Studies curricula for junior high school students', a domain with a scarcity of empirical evidence. The sample for this research comprised 381 students, chosen from a total student population of 7,820 junior high school students' in Banjarmasin City through the application of purposive and accidental sampling methodologies. Information was gathered utilizing surveys that underwent validation and reliability assessments (Cronbach's Alpha: X= 0.666; Y= 0.800), complemented by observational methods and document review. For data analysis, simple linear regression and a t-test were employed, with bootstrap analysis providing further support. The findings demonstrate that parental approaches exert a constructive and statistically significant impact on the digital literacy of students' (B= 0.488; t= 9.755; p <0.001). The coefficient of determination (R² = 0.201) suggests that parental styles account for 20.1% of the variance in students' digital literacy, with the remaining 79.9% being attributable to factors not included in this particular analysis.