Parental Parenting Patterns on The Learning Outcomes of Grade III Elementary School Students

Abstract

This study aims to investigate the parenting styles applied by parents of Grade III students at SD YPPK Santo Paulus, Sorong Regency, and their relationship with student learning outcomes. A qualitative descriptive research design was employed, with data collected through questionnaires, semi-structured interviews, and documentation. The research participants comprised six parents of Grade III students and a classroom teacher. The findings indicate that the predominant parenting style applied by parents is democratic parenting. Parents were found to guide children regarding acceptable and non-acceptable behaviors, remind children to complete homework, provide motivation and praise, and facilitate children's learning needs. Questionnaire results revealed democratic parenting scores as follows: parents of LA and AA obtained 93.75%; parents of AA and YM obtained 93.75% and 81.25%; and parents of JF and AS obtained 87.5% and 75%, respectively. These findings suggest that democratic parenting, which balances parental guidance with child autonomy, is positively associated with children's learning engagement and academic performance. The implications of this study underscore the critical role of parental involvement in shaping the academic trajectory of elementary school students.