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The Relationship Between Democratic Parenting Style and Student Achievement of Grade One Students in The Full-Day Elementary School Program

dc.contributor.authorHakim, Siti Nurina
dc.contributor.authorMayasari, Ria
dc.date.accessioned2018-11-14T06:27:52Z
dc.date.available2018-11-14T06:27:52Z
dc.date.issued2018
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dc.identifier.issn2503-5185
dc.identifier.urihttp://hdl.handle.net/11617/10456
dc.description.abstractThe aim of this study was to determine the relationship between democratic parenting style and student achievement of the first grade sudents in a full-day elementary school program. The hypothesis of this study was there is a positive relation between democratic parenting style and student achievement of grade one students in the full-day program. 72 students (36 students from 1A class and 36 from 1B class) were taken for the sample of this study. The data collection we used in this study was primary data in the form of scale to assess democratc parenting style and secondary data in the form of report cards of the students to understand their learning achievements. The data are then analyzed using Product Moment with Kendall’s tau-b technique in SPSS 15 and the analysis result was no relationship between democratic psrenting style and learning achievement of first grade students in the full-day school program. From the analysis testing, the value of correlation coefficient (r) = -0.030 with p = 0.711 (p>0.05), hence we concluded that there is no relationship between democratic parenting and learning ahievement of students. Thus, the proposed hypothesis is rejeted.id_ID
dc.language.isoen_USid_ID
dc.publisherThe 2nd International Conference On Child-Friendly Education (ICCE) 2018id_ID
dc.subjectDemocratic Parenting Styleid_ID
dc.subjectStudent Achievementid_ID
dc.subjectFull-day Elementary School Programid_ID
dc.titleThe Relationship Between Democratic Parenting Style and Student Achievement of Grade One Students in The Full-Day Elementary School Programid_ID
dc.typeArticleid_ID


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