Exploring Variances in Parental Support: Gender Roles and Grade Levels in Elementary School Arif Wiyat Purnanto, Aditia Eska Wardana, Laili Etika Rahmawati, Salma Sabilla, Anisa Sri Rahayu, Fatichati Sabila, Kharisma Oktaviana, Rakhma Aulia, Ulfatur Rohmah, Siti Faizah Widyaningsih
Universitas Muhammadiyah Magelang
Abstract
This research aimed to examine the relationship between gender and class level with parental support for elementary school/madrasah ibtiadiyah students. Data were collected using a questionnaire distributed to 150 students and were analyzed using Dummy Variable Regression with SPSS 27. The results of the dummy variable regression test indicated that there was no significant association between gender and parental support, with a value of t=0.141 and Sig.=0.888. However, other data results indicated that there was a significant association between grade level and parental support, with a value of t=2.052 and Sig.=0.043. Parental support included informative, emotional, instrumental, assessment, financial, and spiritual support. Of the six types of parental support, assessment support had a very strong relationship with a value of t=5.648 and Sig.=<0.001. Therefore, this study concluded that parental support was not influenced by gender but was influenced by grade level. The results of this study suggested that parents maintained gender equality by continuing to provide support to their children regardless of gender. Another suggestion for future researchers was that there needed to be special treatment for children so that support for low-class and high-class students could be equal.
