Pengaruh Pola Asuh Permisif terhadap Academic Self Efficacy Melalui Dukungan Sosial pada Mahasiswa PAI Universitas Al Washliyah Medan

Abstract

Tujuan penelitian ini untuk mengetahui pengaruh pola asuh permisif terhadap academic self efficacy melalui dukungan sosial pada mahasiswa PAI Universitas Al-washliyah Medan. Metode yang digunakan dalam penelitian ini adalah menggunakan metode kuantitatif dengan pendekatan survei. Adapun hipotesis dalam penelitian ini adalah (1) ada direct effect antara pola asuh permisif dengan academic self efficacy. (2) ada indirect effect antara dukungan sosial terhadap academic self efficacy melalui pola asuh. (3) ada pengaruh dukungan sosial terhadap academic self efficacy. Sampel yang terlibat sebanyak 435 dengan teknik simpel total sampling. Berdasarkan hasil penelitian, diketahui bahwa ada pola asuh permisif memiliki pengaruh negatif yang signifikan terhadap academic self efficacy dengan nilai estimasi β= -0.029 dan p= 0.049. Artinya semakin besar nilai pola asuh permisif maka semakin kecil nilai academic self efficacy. Kemudian dukungan keluarga memberikan pengaruh yang paling kecil terhadap interaksi pola asuh permisif dengan academic self efficacy dengan penurunan nilai estimasi β= -0.017 dan p= 0.009. Dukungan teman memiliki pengaruh terhadap perubahan interaksi pola asuh permisif dengan academic self efficacy dengan penurunan nilai estimasi β= -0.008 dan p= 0.033. Sedangkan dukungan seseorang yang penting tidak memberikan pengaruh terhadap perubahan interaksi pola asuh permisif dengan academic self efficacy dengan penurunan nilai estimasi β= -0.0009 dan p= 0.451. pengaruh dukungan keluarga terhadap academic self efficacy dengan nilai estimasi β= 0.145 dan p= 0.006. Selanjutnya ada pengaruh dukungan teman terhadap academic self efficacy dengan nilai estimasi β= 0.229 dan p= <0.001. Kemudian tidak ada pengaruh dukungan seseorang yang penting terhadap academic self efficacy dengan nilai estimasi β= -0.075 dan p= 0.129. The aim of this research is to determine the effect of permissive parenting on academic self-efficacy through social support for PAI students at Al-washliyah University, Medan. The method used in this research is a quantitative method with a survey approach. The hypotheses in this research are (1) there is a direct effect between permissive parenting and academic self-efficacy. (2) there is an indirect effect between social support on academic self-efficacy through parenting patterns. (3) there is an influence of social support on academic self-efficacy. The samples involved were 435 using a simple total sampling technique. Based on the research results, it is known that permissive parenting has a significant negative influence on academic self-efficacy with estimated values β= -0.029 and p= 0.049. This means that the greater the value of permissive parenting, the smaller the value of academic self-efficacy. Then family support has the smallest influence on the interaction of permissive parenting styles with academic self-efficacy with a decrease in the estimated value β= -0.017 and p= 0.009. Friend support has an influence on changes in the interaction of permissive parenting patterns with academic self-efficacy with a decrease in the estimated value β= -0.008 and p= 0.033. Meanwhile, the support of an important person has no influence on changes in the interaction between permissive parenting and academic self-efficacy with a decrease in the estimated value β= -0.0009 and p= 0.451. the influence of family support on academic self-efficacy with estimated values β= 0.145 and p= 0.006. Furthermore, there is an influence of friend support on academic self-efficacy with an estimated value of β= 0.229 and p= <0.001. Then there is no significant influence of someone's support on academic self-efficacy with estimated values β= -0.075 and p= 0.129.