The Relation of Parenting Style and Literacy Skills of 4th Grade Elementary School Students

Fajri Novrizal; Wuri  Wuryandani

doi:10.71435/741637

Authors

Fajri Novrizal Master of Elementary Education Study Program, State Universitas Negeri Yogyakarta
Wuri Wuryandani Master of Elementary Education Study Program, State Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.71435/741637

Keywords:

Elementary Education, Literacy Skills, Parenting Style, Parental Involvement, School Students

Abstract

Students' ability to read, write, comprehend, and use information effectively is a cornerstone of their literacy abilities. The necessity to uncover elements linked with literacy development, particularly family-related issues, is highlighted by the fact that international assessment results show that Indonesian students' reading proficiency remains below expectations. The purpose of this research was to examine the third graders' reading levels at SDN Kampung Sawah in connection to their parents' parenting approaches. Researchers used a quantitative correlational approach. With the use of the Proportionate Stratified Random Sampling method, 80 out of a total of 101 students were chosen for the study. A reading skills test and a parenting style questionnaire were used to gather data. We used Pearson's product-moment correlation, validity, reliability, and normalcy tests to analyse the data. A good and substantial association between parenting styles and pupils' reading abilities was shown by the results, which showed a correlation coefficient of 0.623 with a significance value of <0.001. Students' reading abilities were impacted by parental approaches to the tune of 38.81%. According to these results, primary school pupils' literacy development is greatly aided by parents' active participation and good parenting practices.

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