The Contribution of Learning Motivation, Self-Control, and Parenting Styles to Students’ Outcomes in Islamic Religious Education

Dinda Dwi Azizah; Ahmad Sabri; Juliana Batubara; Berillya Imandika

doi:10.33507/5r0bhz69

Authors

Dinda Dwi Azizah Universitas Islam Negeri Imam Bonjol Padang
Ahmad Sabri Universitas Islam Negeri Imam Bonjol Padang
Juliana Batubara Universitas Islam Negeri Imam Bonjol Padang
Berillya Imandika Tsinghua University

DOI:

https://doi.org/10.33507/5r0bhz69

Keywords:

Learning Motivation, Self-Control, Parenting Style, Students’ Learning Outcomes

Abstract

This study is motivated by low learning motivation, weak self-control, and limited parental support, which affect students’ learning outcomes in Islamic Religious Education (PAI). Preliminary data show that only 48% of students actively participate in discussions, 58% delay completing assignments, 60% submit assignments late, 65% report insufficient parental support, and 40% experience pressure due to authoritarian parenting. This study aims to examine the partial and simultaneous contributions of learning motivation, self-control, and parenting styles to the learning outcomes of Grade XI Phase F students at SMAN 5 Padang. It uses a quantitative approach with an ex post facto method. The population consists of 431 students, with a sample of 207 selected through proportional stratified random sampling. Data were collected using Likert-scale questionnaires and analyzed using simple and multiple linear regression. The results show that learning motivation contributes 87.6%, self-control 6.4%, parenting style 44%, and all variables simultaneously 95.7% to learning outcomes. It is concluded that these variables have a significant effect, highlighting the need for integrated efforts to enhance motivation, strengthen self-control, and promote positive parenting to optimize PAI learning outcomes.

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