THE IMPACT OF PARENTING AND SELF-CONFIDENCE ON ELEMENTARY SCHOOL STUDENTS’ MATHEMATICS LEARNING OUTCOMES DURING THE COVID-19 PANDEMIC

Abstract

In this research, I performed an investigation to 1) identify and analyze the partial impact of parenting on elementary school students’ learning outcomes at elementary schools in Sigi during the COVID-19 pandemic, 2) identify and analyze the partial impact of self-confidence on elementary school students’ learning outcomes at elementary schools in Sigi during the COVID-19 pandemic, 3) identify and analyze the simultaneous impact of parenting and self-confidence on elementary school students’ learning outcomes at elementary schools in Sigi during the COVID-19 pandemic. The research method was descriptive correlational. Using the method, I interpreted respondents’ responses to the research questionnaires. The responses were then made into tabulation as primary data to be analyzed using double linear regression. The quantitative research method was one of the research methods whose specifications were systematic, planned, and clearly structured. The population was made up of 281 elementary schools in Sigi, and the sample was 10% of the total population so I acquired 28 schools. The results demonstrated that (1) parenting had a partial significant effect on students’ mathematics learning outcomes at elementary schools in Sigi during the COVID-19 pandemic, (2) self-confidence had a partial significant effect on students’ mathematics learning outcomes at elementary schools in Sigi during the COVID-19 pandemic, (3) parenting and self-confidence had a simultaneous significant effect on students’ mathematics learning outcomes at elementary schools in Sigi during the COVID-19 pandemic, and (4) parenting through self-confidence had an effect on students’ mathematics learning outcomes at elementary schools in Sigi during the COVID-19 pandemic.