Latar Belakang Pendidikan Orang Tua dan Jenis Kelamin dengan Prestasi Membaca Siswa Sekolah Dasar

Abstract

Reading proficiency is a fundamental skill that significantly influences students' academic success, particularly at the elementary level. This study aims to analyze the relationship between parental educational background and gender on the reading achievement of first-grade students at SDN Kepuharjo 01 Lumajang. Using a quantitative approach and correlational design, the study involved 24 students as both the population and sample. Data were collected through documentation of students' reading scores and information on parental educational background and gender from school records. Pearson correlation analysis was applied to evaluate the relationships between variables, while simultaneous analysis using the coefficient of determination (R²) measured the combined contribution of variables to reading achievement. The results revealed that parental educational background had a weak and non-significant relationship with students' reading achievement (r = 0.12, p > 0.05). Similarly, gender showed no significant relationship with reading achievement (r = -0.08, p > 0.05). Combined, these variables contributed only 4% to the variance in reading achievement (R² = 0.04, p > 0.05), indicating that other factors, such as intrinsic motivation, teaching quality, and the home learning environment, are more influential in shaping literacy skills. These findings suggest that direct parental involvement, strengthening community-based literacy programs, and implementing inclusive and creative teaching strategies are key measures to improve students’ reading skills. Further research is recommended to explore other relevant factors, including the use of longitudinal approaches to understand the dynamics of literacy development more comprehensively.

Keywords: elementary school, gender, literacy, parental education, reading achievement