JRSSEM 2022, Vol. 01, No. 9, 1396 – 1412

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v1i9.157 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

CONTRIBUTION OF PARENTING PARENTING IN

CHILDREN'S CHARACTER BUILDING (COMPARATIVE

STUDY OF DUREN AND SRUWEN VILLAGES, TENGARAN

DISTRICT, SEMARANG REGENCY)

Solihin

Khoiruddin Nasution

Ma’mun Efendi Nur

1,2,3

Program Doktor Pascasarjana UNU Surakarta

e-mail: sosolihin7@gmail.com

, knasut@gmail.com

, efmamun@gmail.com

*Correspondence: sosolihin7@gmail.com

Submitted: 23 March 2022, Revised: 05 April 2022, Accepted: 16 April 2022

Abstract. Parents are the main role models for their children, guiding, directing good behavior to

their children so that they have good behavior. The aims of this study were 1) to analyze how the

parenting style used in the formation of children's character in Duren Village and Sruwen Village;

2) To find out how the differences in parenting patterns in the formation of children's character in

Duren Village and Sruwen Village; 3) To find out how the construction of parenting for children in

Duren Village and Sruwen Village and its relevance in facing the current millennial generation. The

researcher uses a mixed type of research (mixed methodology). The results of the study are: 1) The

parenting style of parents in Duren Village is authoritative parenting, namely parents who apply

democratic parenting have clear rules and expectations, and parenting in Sruwen Village is

authoritarian parenting where parents are the center, namely the center of everything. the

words/words, as well as the will of the parents, are used as a benchmark that must be obeyed by

the child; 2) Parents in Duren Village in shaping children's character through behavior that is very

effective in directing children, while parenting in Sruwen Village in caring for their children is more

concerned with the wishes of parents, children are supervised quite closely, parents always keep

their distance from children; 3) The construction of democratic parenting in Duren Village will give

birth to an assertive personality, which is the ideal type, so that not many people are weak.

Meanwhile, the construction of authoritarian and permissive parenting in Sruwen Village can make

children feel unloved, isolated, and even hated by their parents.

Keywords: parenting; children's character.

Solihin, Khoiruddin Nasution, Ma’mun Efendi Nur

| 1397

DOI : 10.36418/jrssem.v1i9.157 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

INTRODUCTION

The family has a very big influence on

the formation of the foundation of the

child's personality. Families that fail to

shape the child's personality are usually

families that are full of conflict or

unhappiness. The tough task of parents is

to make sure their family functions are

really safe, comfortable for their children.

Home is heaven for children, where they

can be smart, pious, and of course, fulfilled

physically and mentally.

There are three terms for the term

parents. The first is the person who caused

us to be born, namely the father and

mother. The second is the person who

teaches us various sciences, namely the

teacher. Usually, teachers are called

spiritual parents. The third is the person

who caused our partner to be born, namely

the father-in-law. We must respect the

three terms for the term parents because of

their great service. They have contributed

greatly to children and society and even to

the progress of the nation and state. We

can't be smart without their guidance

(Agung 2011); (Pillay 2014).

Parents are the main influence in the

life of a child. They not only take care of the

child physically but their parenting style

contributes to the mental development of

the child. Interesting is the influence of

parenting style on the academic

achievement of the child and various

aspects of psycho-social development (Y

2017). The peak of this parenting may occur

in adolescence when children are

preparing, or even on the verge of

adulthood.

Parenting styles can be described as all

the strategies (behaviors, attitudes, and

values) that parents use to interact with

their children and influence their physical,

emotional, social, and intellectual

development (Alika, Akanni, and Akanni

2016).

Parenting is often defined by three

distinct characterizations: “the goal for

which the socialization is aimed; parenting

practices used by parents to help children

achieve these goals; and the parenting

style, or emotional climate, in which

socialization occurs (Newman 2017).

Parenting is a complex activity that

includes many specific behaviors that work

individually and together to influence a

child's final outcome (Jerry Edobor and

Ekechukwu 2015). Developmental

psychologists are interested in how parents

influence the development of a child's

social and instrumental competence. One

of the main areas in this direction is

parenting style.

Idris, Meity explained that parenting is

the first and foremost gift and inheritance

from parents to their children. It is

important for parents to be role models for

their children because in the beginning

children will always learn from their

families, namely parents, especially

mothers. They absorb good information

from the five senses they absorb as well,

even unconsciously by parents (Arisnaini

2019).

Sunaryo in Agus Wibowo said that

parenting or parenting style is one of the

factors that significantly help shape the

character of children, it is realized that

education in the family is the main and first

education for children that cannot be

replaced by any educational institution.

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Study of Duren and Sruwen Villages, Tengaran District, Semarang Regency)

Currently, most parents have unique

parenting styles, where they tend to make

their children "be special" rather than "be

average or normal". They feel ashamed of

their children only have "medium"

intelligence. This desire is actually not

wrong. It's just that it must be remembered

that every child is born with different

strengths, weaknesses, characteristics, and

uniqueness from one another. So it is not

wise if parents want all their children to be

uniform, both in character, nature, and

intelligence (Agung 2011).

Sugihartono, et al explained that

parenting is a pattern of behavior used to

relate to their children (Rahmat 2021).

Stated that parenting is a consistent and

persistent effort of parents in caring for and

guiding children from birth to adolescence

(Brown et al. 2013); (Hanisch et al. 2010).

Baumrind, quoted by Rozana, Wahid,

and Muali, said that parenting in principle

is parental control, namely how parents

control, guide, and accompany their

children to carry out their developmental

tasks towards the maturation process

(Rozana, Wahid, and Muali 2017).

Some of the definitions above, it can be

concluded that the term parenting is a

number of models or forms of efforts in

changing the expression of parents which

can affect the genetic potential inherent in

individuals in order to maintain, care for,

guide, nurture and educate their children

both are still small or immature so that they

become independent, intellectually,

spiritually and emotionally intelligent

adults who are more human and have

character. So, besides being an example of

exemplary behavior and attitude, parents

are very closely related to their child's

development until adulthood.

Ahmad Tafsir said in the international

journal The Journal of Moral Education,

values in Islamic teachings were once raised

as a hot issue which was discussed

specifically in volume 36 of 2007, that

character education cannot be separated

from religious values, children have good

character because they formed through

religious values. Moral and spiritual values

are very fundamental in building the

welfare of social organizations. Parents

must be able to instill religious values in

children. They were introduced to Islam and

faith and the laws of Allah such as right and

wrong, good and bad things. In Islam, there

are three religious values, namely morals,

adab, and exemplary. Morals refer to duties

and responsibilities other than Islamic law

in general. While adab refers to good

attitudes and behavior and exemplary

refers to the quality of character displayed

by a good person (Majid, Wardan, and

Andayani 2011).

Parents are the place where children

identify themselves in their personal

development. Children imitate the words

and deeds of education. Parents should be

able to create a religious atmosphere in the

family, in the sense that it can create an

atmosphere that breathes religion, that is,

it can manifest behavior and habits,

associations, conversations that lead to

daily worship. Parents who act wisely and

responsibly towards their children will

make their children feel safe and protected.

Attitudes, behavior, habits of parents

every day will always be seen and imitated

by their children, so that children will

behave like parents in caring for them,

especially from childhood to adolescence,

Solihin, Khoiruddin Nasution, Ma’mun Efendi Nur

| 1399

because they start to think critically. The

basics of behavior of students are

embedded in the family, as well as their

attitudes to life and habits. How the outside

influence of the family impresses the child

will be inferior to the influence of the

family.

Ivan Riyadi said that this educational

environment is the first thing that children

encounter before education is held in

schools or formal education and the

environment is a factor that has a

considerable influence on character

formation. Both in the family and in the

community. Seeing the importance of this

family, it is obligatory for it to be founded

on the basis of truth, justice, compassion,

mutual help, and respect. The influence of

the environment on children can be likened

to the seeds of peanuts that are planted, if

we plant the peanuts in fertile soil and we

take good care of it and we fertilize it

properly, the peanuts will grow fertile and

productive. But on the other hand, if we

plant anything without maintenance, it will

surely languish not bear fruit, maybe it will

die at all.

Mohamad Surya said that the family is

the beginning of the source of the problem

and will be affected by the problem.

Because parents are blood relations with

children, parents are first and foremost

educators, parental love for children is the

basic capital for the realization of education

(Mundy 2012); (Aithal and Aithal 2014). The

Indonesian Parents Academy Surakarta

(AORTA), strengthens one of the tasks for

families, especially mothers, that must be

carried out by dissolving the

communication tension between parents

and children caused by the "gab"

relationship between the two. Because

parents (mother) are someone who gives

birth to children and of course are blood

relations, then the affectionate relationship

between parents (mother) and children is

sunatullah (nature) (Akademi Orang Tua

Indonesia Surakarta (Amalia 2019).

Thomas Lickona said, there are ten

tendencies of problems in young people or

adolescents or school children, namely (1)

violence and vandalism, (2) stealing, (3)

cheating, (4) behavior disrespect for

authority (disrespect for authority), (5) cruel

to others (peer cruelty), (6) bigotry

(bigotry), (7) bad language use, (8) sexual

development and abuse (sexual precocity

and abuse), (9) increasing self-

centeredness and decreasing social

responsibility (increasing self-centeredness

and decreasing civic responsibility), and

(10) self-destructive behavior (Monteiro-

Ferreira 2016).

The problem is, character education so

far has only touched the level of

introducing norms or values and is not yet

at the level of internalization and real action

in everyday life. So far, informal education,

especially in the family environment, has

not provided significant relevance in

supporting the achievement of

competence and character building in

children. The relatively high busyness and

work activities of parents, the lack of

understanding of parents in educating

children in the family environment, the

influence of relationships in the

surrounding environment, and the

influence of electronic media are suspected

to have a negative effect on children's

development.

Character education has a higher

1400 | Contribution of Parenting Parenting in Children's Character Building (Comparative

Study of Duren and Sruwen Villages, Tengaran District, Semarang Regency)

meaning than moral education because

character education is not only about right

and wrong, but how to instill good habits

in life, so that children/students have high

awareness, understanding, and

understanding. Attention and commitment

to apply virtue in daily life (Amini Amini et

al., 2017).

Character formation is classified into 5

sequential and age-appropriate stages,

namely:

1. The first stage is to form adab, between

the ages of 5 to 6 years. This stage

includes being honest, knowing

between right and wrong, knowing

between good and bad, and knowing

what is ordered, for example in religion.

2. The second stage is to practice self-

responsibility between the ages of 7 to

8 years. This stage includes the

command to carry out the obligation to

pray, train to do things related to

personal needs independently, and be

educated to always be orderly and

disciplined as has been reflected in the

implementation of their prayers.

3. The third stage is to form a caring

attitude between the ages of 9 to 10

years. This stage includes being taught

to care for others, especially peers,

being educated to respect and respect

the rights of others, being able to

cooperate, and being willing to help

others.

4. The fourth stage is to form

independence, between the ages of 11

to 12 years. This stage trains children to

learn to accept risks as a form of

consequence if they do not obey orders,

are educated to distinguish between

good and bad.

5. The fifth stage is to form a social

attitude, at the age of 13 years and over.

This stage trains the readiness to get

along in the community armed with

previous experience. If it is able to be

implemented properly, then at a later

age only sufficient refinement and

development is needed (Hoel et al.

2016); (Xu et al. 2019).

Education taught by teachers in schools

is a process to shape the character of

children who are not good enough to

become better ones. So that at school-age

children must always be controlled and

supervised properly, then the education

they get will not be misused and can be

applied properly and correctly. The most

important element in the formation of

character is the mind because of the mind,

in which there are all programs that are

formed from his life experiences.

Sutarjo Adi Susilo said that the

expression "character" in "character

building" contains multiple interpretations,

because when Bung Karno said the phrase

it meant that the character of the nation

must be built, but when Ki Hajar Dewantara

said it, the phrase meant character

education for students, which includes:

“Creation”, “taste”, and “intention”.

Therefore, what is meant by the expression

"character" or "character building" or

"character education" contains various

meanings (Sutarjo 2012).

Character is a set of traits or personality

traits that produce certain moral emotions,

inform motivation and guide behavior

(Jubilee Centre for Character and Virtues,

2014). Character education includes all

explicit and implicit educational activities

that help young people develop positive

Solihin, Khoiruddin Nasution, Ma’mun Efendi Nur

| 1401

personal strengths called virtues, although

there are some opinions about the

meaning of the origin of the word

character, which when viewed from the

origin of the word, the term "character"

comes from the Greek karass, which means

“blueprint”, “basic format” or “print” in a

fingerprint. Another opinion states that the

term character comes from the Greek

harassing which means "to make", "sharp"

or "to make deep". (Saptono, 2011: 18). As

for Abdullah Munir, the word harassing is

interpreted as "carving". From this

language, what is meant by the main

characteristic of carving is that it is firmly

attached to the object being carved. Not

easily worn, swallowed by time, or exposed

to friction. Removing the engraving is the

same as removing the engraved object.

This is different from an image or ink

writing which is only rubbed on the surface

of an object. Because of that, its nature is

also different from carving, especially in

terms of its resilience and strength in the

face of the challenges of time (Abdullah

Munir, 2010: 3).

Character comes from the Greek

language which means "to mark" and

focuses on how to apply the values of

kindness in real actions of daily behavior.

Referring to this definition, every person

who is dishonest, fraudulent, cruel, and

greedy is referred to as a person who has a

bad character and vice versa, someone who

behaves honestly, kind, likes to help is said

to be a person who has a good, noble

character (Mulyasa, 2012: 3). In everyday

life, a person's behavior and actions are

expressed in various attitudes, so that

basically the character is divided into four

parts, namely: (1) weak characters including

timid, lazy, quick to lose, (2) strong

characters such as tough, caterpillar, have

strong fighting power, and unyielding, (3)

bad characters such as cunning, selfishness,

pride and other bad human traits, (4) good

characters, namely honest, fair, trustworthy,

humble and others (Satyananda, I Made,

Sumarja, I Made, Gria AA Gde Rai, 2014: 13).

Character education is not only related

to the problem of the definition of right

and wrong, but more importantly, it is

instilling habits about good things in

everyday life, so that students are expected

to have high awareness and understanding,

as well as concern and commitment to

apply virtue in reality. real.

The choice of character is one of the

tools to guide someone to be a good child,

so as to be able to filter out bad influences.

Character education is not only important

but absolutely must be done by every

nation if it wants to become a civilized

nation. Many facts prove that advanced

nations are not caused by the nation having

abundant natural resources, but a nation

that has superior characteristics such as

honesty, discipline, hard work, mutual

respect, self-confidence, justice, tolerance,

responsibility, and others.

Imas Kurniasih and Berlin Sani revealed

that in terms of "character" it is defined as

the nature of a person in general which

depends on the factors of his own life.

Literally "character is the quality or mental

or moral strength, character or character of

an individual which is a special personality

that distinguishes it from other individuals

(Imas Kurniasih, and Berlis Sani Eni, 2017:

22).

Character is an order, behavior

possessed by someone who is ingrained or

1402 | Contribution of Parenting Parenting in Children's Character Building (Comparative

Study of Duren and Sruwen Villages, Tengaran District, Semarang Regency)

attached and makes it difficult to change.

Wyane in Arismantoro argues that the word

character comes from Greek which means

"to mark" and focuses on how to apply the

value of goodness in the form of action or

behavior (Arismantoro, 2008: 28).

Setiawan stated that character is the

values that underlie human behavior based

on religious, cultural, legal, or

constitutional norms, customs, and ethics

(Setiawan Deny & Pandi Setiawan, 2014:

60). The Ministry of National Education

defines character as a person's character,

character, morals, or personality that is

formed from the results of internalizing

various virtues that are believed and used

as a basis for perspectives, thinking, acting,

and acting (Ministry of National Education,

Research and Development Center for

Curriculum, 2010: 3).

Ahmad Tafsir, emphasized that the

terms character and personality or

character are often used interchangeably,

only the word character has a normative

meaning, and character is ethical.

"Character is personality evaluated and

personality is character devaluated", (the

character is the personality that is assessed

and personality is a character that is not

assessed). Character is the character,

nature, or things that are very basic in a

person. Often people call it character or

temperament (Ahmad Tafsir, 2011: 12).

Character qualities are defined as

distinct from skills, which represent the

ability to effectively use what one knows.

High-level skills (such as Creativity, Critical

Thinking, Communication, Collaboration-

also known as “21st Century Skills” are very

important for the acquisition and

application of knowledge as well as for

performance (M. Fadel C. Bialik M. Bodan

M. Horvathova, 2015).

Why is "Quality"? Because "Traits" are

mistakenly considered by many to be fixed

and unchanging". Here, an accent is placed

on the plasticity of the brain, which implies

that aspects of the Character can be

learned to some extent. Why framework? It

is simply human nature to focus on what is

clearly identified, and even further,

measured. It makes the "design goals" of

Character education clearer.

Character education is fundamentally

and systematically taught in a holistic

education model using methods of

knowing good, feeling good, and acting

well (Leo Agung, 2018). Knowing good is

easy to teach because it is only about

cognitive knowledge. After knowing what is

good, we must cultivate a feeling of good

love, namely how to feel and love good

deeds as a machine that makes people

always want to do good. As a result, it will

raise awareness that someone is willing to

do good because that person likes the

character. After getting used to doing good

things, then acting well will become a habit.

A modern and enlightened individual

and their education. The thing that

underlies a sense of character is expecting

religious morality in education, on the

other hand, viewing children's moral

growth and development as a more

modern and scientific principle, separate

from strong religious teaching (Watz 2011).

Character education allows students to

deal directly with the realities of life. This

encourages them to think critically and

then act responsibly (Jolls 2008). Values or

character building are possible to be taught

in schools, at home, and in our

Solihin, Khoiruddin Nasution, Ma’mun Efendi Nur

| 1403

environment (Education and Program

2013).

Character education includes various

concepts such as positive school culture,

moral education, equitable community,

caring school community, socio-emotional

learning, positive adolescent development,

civic education, and service-learning. All of

these approaches promote the intellectual,

social, emotional, and ethical development

of youth and share a commitment to

helping young people become responsible,

caring, and contributing citizens (Mark A.

Pike, 2020).

Based on the explanation above, it can

be concluded that children's character

education is a child who always gets used

to doing good things in accordance with

the moral values that apply in society.

Character and personality are often

interpreted as two words that have the

same meaning. In fact, the two words have

different meanings, but they are related. If

someone is said to have character, then the

behavior shown must be in accordance

with the moral values that apply in society.

While personality is something that

distinguishes one from another and is

distinguished by value.

Guidance to children is one of the first

steps to deliver on the right path. The role

and help of parents are needed for the

growth of a child, the role and assistance of

parents are reflected in the way parents

raise their children.

Parents are the main role models for

their children, guiding, directing good

behavior to their children to have good

behavior. In guiding and directing children,

it must be supported by policies

implemented by making rules that can be

implemented by each family member.

Parents in Duren Village shape the

character of their children by prioritizing

deliberation. This is intended to strengthen

and develop life values that are considered

important so that children have unique

character education values according to

what their parents teach. Parents always

correct children's behavior that is not in

accordance with the values, norms applied

to the family, and parents always build

harmonious connections with family and

society in playing the responsibility of

character education for children.

The actions of children who are used as

control ropes are sourced from their

parents. In this case, parents are the basic

factor in the formation of children's

character, so that the actions taken by

children reflect the parenting applied by

parents, but what happens is the opposite,

that the character of children and the

religious activities of teenagers in Sruwen

Village, Tengaran Subdistrict, Semarang

Regency are less pleasant. Today, the signs

of realization are still visible. As seen in

teenagers, they pay less attention to the

implementation of polite worship towards

parents and other people, the habit of

praying when they want to and after doing

activities, discipline in all things, doing

good to others, modesty, being responsible

in acting, empathy. towards others,

sincerity in helping others, honesty in

telling the truth, perseverance in doing

work, humility when dealing with others,

patience in dealing with temptation,

openness in accepting other people's

advice, trustworthiness in doing something

so that deviant behavior occurs. . This

happens because parents rarely teach good

1404 | Contribution of Parenting Parenting in Children's Character Building (Comparative

Study of Duren and Sruwen Villages, Tengaran District, Semarang Regency)

behavior to their children, they do not instill

faith, even parents do not imitate in

carrying out religious activities.

Parents in Sruwen Village in the

formation of children's character in an

authoritarian and permissive way.

Authoritarian because it is more concerned

with the will of parents, children are closely

monitored, cannot play as they please. This

parenting pattern is characterized by strict

rules, very strict control over the child's

behavior, often forcing the child to behave

like himself, the freedom to act is severely

restricted. Parents do not seem to give

freedom to children to express their

opinions, do not support the wishes and

ideas of children so that children lose the

opportunity to explore, this makes children

depressed, children lack initiative and are

cowardly and many oppose parental

obligations, unable to get along with

others. peers, always alone feeling anxious

and restless, children tend to be passive,

children have difficulty interacting with

others, children have low consciences and

poor character.

Permissive parents in Sruwen village,

almost do not pay attention and rarely

supervise children's daily behavior, and

never remind their children if they do

something wrong, parents never respect

their children's opinions. They are less

responsible for the formation of their

children's personalities, they provide less

protection and lack of love for their

children, and rarely even meet the needs of

their children. Allowing their children to

hang out with friends who are not good in

personality, let alone never control their

children's interactions, even parents don't

get used to be good in the midst of family

life. Never instill self-confidence in children

in dealing with all conditions, rarely send

the Koran to taklim assemblies and never

discipline children to pray in congregation

and never tell their children to behave well

and politely to the community, never even

guide prayer to his son.

Religious motivation and poor

character of children in Sruwen village tend

to decline so that children assume that

without having good character it is normal,

they even feel proud. This is because it has

something to do with the attitude of

parents who are less concerned about

providing guidance and supervision and

providing an example for the child's

character. At this time there are many

complaints submitted by Sruwen village

parents, especially about the behavior of

some of the teenagers which are very

worrying, including many Sruwen village

youths who have been involved in brawls,

use of illegal drugs, alcohol, sexual

violations, and criminal acts. Parents seem

to be at their wit's end to deal with the

moral crisis.

Emergence in the current dynamics is

the rise of brawls, immoral acts, lack of

etiquette in the association among

students, and the increase in juvenile

delinquency, as well as many other criminal

cases involving students. print and

electronic, including social media.

Spiritual education from parents is very

much needed for children. This is so that

they do not experience disturbance and

death for him. Therefore, the authors tend

to focus on research on the relevance of

parenting patterns in the formation of

children's character (comparative study in

Duren and Sruwen villages, Tengaran sub-

Solihin, Khoiruddin Nasution, Ma’mun Efendi Nur

| 1405

district, Semarang district).

The findings of this study seem to be an

important note on how the procedures that

parents must do in the application of the

more dominant parenting model to the

formation of children's character between

the two villages.

The parents actually have knowledge

about religious education, even they

understand good and bad things, right and

wrong, but they do not apply the habit of

imitating, guiding, ordering, reminding,

supervising, paying attention, motivating

about character and behavior. child

behavior. Departing from this background,

the authors raised the title: "Parenting

Parenting in the Character Building of

Children (Comparative Study of Duren

Village and Sruwen Village, Tengaran

District, Semarang Regency)".

METHODS

The type of research carried out by the

author is field research. The researcher uses

a mixed type of research (mixed method).

Mixed methods research is also referred to

as a methodology that provides

philosophical assumptions in showing

directions or giving instructions on how to

collect data and analyze data as well as a

combination of quantitative and qualitative

approaches through several phases of the

research process (John.W. Creswell, 2014:

5).

Mixed-Method is research that involves

the use of two methods, namely

quantitative methods and qualitative

methods in a single study (one study). The

use of these two methods is seen as

providing a more complete understanding

of the research problem than the use of one

of them. Mixed methods research is a

research approach that combines or

associates qualitative and quantitative

forms (Sugiyono, 2012: 7).

The types of research designs in mixed

methods research are divided into three,

namely sequential explanatory designs,

sequential exploratory designs, and

concurrent triangulation designs (John. W.

Creswell, 2010: 23).

However, the most appropriate type of

research used is the first type of research,

namely sequential explanatory design,

where the sequential explanatory design is

characterized by data collection and

quantitative data analysis in the first stage,

followed by qualitative data collection and

analysis in the second stage, in order to

strengthen the results of quantitative

research conducted. in the first stage which

is described as follows:

1406 | Contribution of Parenting Parenting in Children's Character Building (Comparative

Study of Duren and Sruwen Villages, Tengaran District, Semarang Regency)

Figure 1. Sequential Explanatory Design

RESULTS AND DISCUSSION

Analysis of Parenting Patterns in the

Character Building of Children in Duren

Village and Sruwen Village

Duren Village Quantitative Analysis

Statistical tests were used to measure

how far the influence of one independent

variable individually in explaining the

dependent variations. The dependent

variable is said to have an effect on the

dependent variable partially if the

significance value is <0.05 where Ha is

accepted. The following will explain the

partial test of each variable, including:

Tabel 1. Hasil Uji T

It can be seen that the t-count

coefficient of parenting in Duren Village is

2.450, while (ttable) is 2.018. This means

that it is significant, while tcount > t table

(2.450 > 2.018). So Ho is rejected and Ha is

accepted, so it can be concluded that the

parenting pattern of Duren Village parents

has a positive and significant effect on the

character formation of Duren Village

children. This value is significant at the 0.05

level of significance with a p-value of 0.018.

This result is supported by the value of

tcount (2.450) > ttable (2.018) and sig.

0.018 (< 0.05). This result is supported by

the value of tcount (2.450) > ttable (2.018).

The parenting pattern of Duren Village

parents prioritizes an important role in

determining the character formation of

Duren Village children. When determining

the character formation of children in

Duren Village, parenting styles apply

rules/norms in the family/household as well

as an atmosphere of the relationship

between children and parents that can

Paired Samples Test

Paired Differences

Sig. (2-

tailed)

Mean

Std.

Deviatio

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower

Upper

Pair

Pola Asuh

Orang Tua

Desa Duren -

Pembentuka

n Karakter

Anak Desa

Duren

-2.636

7.137

1.076

-4.806

-.467

2.450

.018

Solihin, Khoiruddin Nasution, Ma’mun Efendi Nur

| 1407

make children comfortable in interacting

with their families and parenting styles that

are not authoritarian. . This is what makes

children more comfortable in a family. The

children's potential can also be expressed

well by the children in Duren Village.

Sruwen Village Quantitative Analysis

Statistical tests were used to measure

how far the influence of one independent

variable individually in explaining the

dependent variations. The dependent

variable is said to have an effect on the

dependent variable partially if the

significance value is <0.05 where Ha is

accepted. The following will explain the

partial test of each variable, including:

Tabel 2. Hasil Uji T

It can be seen that the tcount

coefficient of parenting in Sruwen Village is

10,806, while (ttable) is 2,018. The service

quality variable has a p-value of 0.000

<0.05, which means it is significant, while

tcount > t table (10.806 > 2.018). So Ho is

rejected and Ha is accepted, so it can be

concluded that the parenting style of

Sruwen Village parents has a positive and

significant effect on the character

formation of Sruwen Village children. This

value is significant at the 0.05 level of

significance with a p-value of 0.000. This

result is supported by the value of tcount

(10.806) > ttable (1.985) and sig. 0.000 (<

0.05).

This proves that there is a significant

influence on the parenting style of Sruwen

Village parents on the character formation

of Sruwen Village children due to parents

who do not apply the rules/norms in the

family/household and also the existence of

a good relationship atmosphere between

children and parents so that children

become uncomfortable in interacting with

family and parents who tend to educate

their children in an authoritarian way. So

that everything children do becomes agile

and has full responsibility, because children

feel afraid when their duties and

responsibilities are not done deftly.

Paired Samples Test

Paired Differences

Sig. (2-

tailed)

Mean

Std.

Deviatio

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower

Upper

Pair

Pola Asuh

Orang Tua

Desa Sruwen -

Pembentukan

Karakter Anak

Desa Sruwen

13.47

8.273

1.247

10.962

15.992

10.806

.000

1408 | Contribution of Parenting Parenting in Children's Character Building (Comparative

Study of Duren and Sruwen Villages, Tengaran District, Semarang Regency)

Qualitative Analysis: Differences in

Parenting Patterns in the Character

Building of Children in Duren Village and

Sruwen Village

The parenting pattern of parents in

shaping the character of the children of

Duren Village is to guide or become the

main role model for all their children.

Guiding can through behavior is very

effective in directing children to become

useful people. Effective behavior given by

parents must be supported by policies

implemented by regulators that can be

implemented by each family member in all

aspects of daily life.

There are several objectives associated

with parenting in shaping the character of

the children of Duren Village as follows:

1. Strengthen and develop the values of

life that are considered important and

necessary so that they become the

distinctive personality/ownership of

children as the values of character

education taught by parents to children.

2. Correcting children's behavior that is not

in accordance with the values or norms

applied to the family.

3. Building a harmonious connection with

family and society in playing the

responsibility of character education in

children.

All actions of children who are used as

a control rope are sourced from their

parents. In this case, parents are the basic

factor in the formation of the child's

personality so that the actions taken by the

child reflect the parenting applied by the

parents. Education in the family has a

strategic value in the formation of the

child's personality. From an early age,

children have received education from both

parents through example and daily habits

in the family. Whether or not the example

is given and how the daily habits of parents

live in the family will affect the mental

development of the child.

Parents have their own way of

nurturing and guiding their children, each

family has a different way and pattern from

one family to another. Parenting patterns

are a description of the behavior of parents

and children in interacting, giving

attention, regulations, discipline, reward,

and punishment, as well as responses to

the wishes of their children. Attitudes,

behaviors, and habits of parents always

have value and will be imitated by their

children continuously and will become

habits for their children. In addition, filling

children's free time with positive activities

for self-actualization is important. Filling

parental free time with children is also a

place for parents to be emotionally close to

their children.

The parenting pattern of parents in the

formation of children's character in Sruwen

Village which is authoritarian, because it is

more concerned with the will of parents

and children is supervised quite closely, this

and that cannot be done. Usually, the

attitude of parents always keeps their

distance from their children rather than

considering the child's wishes.

Authoritarian parenting is a parenting

pattern that is characterized by parenting

with strict rules, very strict control over

children's behavior, and often forcing

children to behave like themselves

(parents), limited freedom to act on their

own behalf. Parents hold the control center

so that the words or wishes of parents

become a benchmark that must be obeyed

Solihin, Khoiruddin Nasution, Ma’mun Efendi Nur

| 1409

by children. This type of parent will not give

freedom to the child to have an opinion.

Authoritarian parents do not support the

wishes and ideals of their children so that

children lose the opportunity to explore.

This will make the child feel depressed and

the child will have a rebellious nature, lack

of initiative, cowardice, and likes to oppose

parental obligations, besides that the

Sruwen Village parents apply a permissive

pattern, giving freedom to the child.

This negative parenting style will

interfere with children's social and

cognitive abilities. So the effect is that

children are not able to get along with

peers, are always aloof, feel anxious and

restless and worried when hanging out with

peers, and are more worried that they will

have a low conscience. Children tend to be

passive, do not have the initiative in their

actions. This authoritarian parenting

pattern has a long impact on the continuity

of children's psychological development in

socializing, meaning that children have

difficulty interacting with other people to a

more worrying impact on the character

formation process, namely children will

have a low conscience, are not sensitive to

existing social situations.

CONCLUSIONS

Based on the results of the research

above, the researcher can conclude that:

1. Quantitative analysis on parenting

patterns in the formation of children's

character in Duren Village and Sruwen

Village are as follows:

a. The parenting pattern of Duren

Village's parents has a positive and

significant effect on the character

formation of Duren Village children.

This value is significant at the 0.05

level of significance with a p-value of

0.018. This result is supported by the

value of tcount (2.450) > ttable

(2.018) and sig. 0.018 (< 0.05). This

result is supported by the value of

tcount (2.450) > ttable (2.018).

b. The parenting pattern of Sruwen

Village's parents has a positive and

significant effect on the character

formation of Sruwen Village children.

This value is significant at the 0.05

level of significance with a p-value of

0.000. This result is supported by the

value of tcount (10.806) > ttable

(1.985) and sig. 0.000 (< 0.05).

2. The differences in parenting patterns in

shaping the character of children in

Duren Village and Sruwen Village are:

The parenting style of the children

in Duren Village aims to strengthen and

develop the values of life that are

considered important and necessary. So

that it becomes a distinctive child

ownership personality as the values of

character education taught by parents

to children. Parents always correct

children who are not in accordance with

the values or norms applied to the family

and build harmonious connections with

family and society in playing the

responsibility of character education for

children.

All actions of children who are used

as a control rope are sourced from their

parents. In this case, parents are the

basic factor in the formation of

children's character. So that the actions

taken by children reflect the parenting

applied by their parents. Parenting

patterns are a description of the

1410  |  Contribution  of  Parenting  Parenting  in  Children's  Character  Building  (Comparative  
Study of Duren and Sruwen Villages, Tengaran District, Semarang Regency) 
 
behavior  of  parents  and  children  in 
interacting,  giving  attention, 
regulations,  discipline,  reward,  and 
punishment, as well as responses to the 
wishes  of  their  children.  The  behavior 
and habits of parents always have value 
and  will  be  imitated  by  their  children 
continuously and will become habits for 
their children. 
The parenting pattern of parents in 
Sruwen Village in raising their children is 
more concerned with the wishes of the 
parents,  the  children  are  monitored 
quite  closely,  the  attitude  of  parents 
always  keeps  their  distance  from  their 
children  rather  than  considering  the 
wishes  of  their  children.  The  parenting 
style of parents is characterized by strict 
rules,  very  strict  control  over  the 
behavior  of  children  and  often  forces 
children to behave like themselves, the 
freedom  to  act  on  their  own  behalf  is 
limited, this type of parent will not give 
freedom  to  children  to  have  opinions, 
do not support the ideals and desires of 
their children, so that children lose the 
opportunity  to  explore.  This  will  make 
the  child  feel  depressed  and  the  child 
will  have  a  rebellious  nature,  lack  of 
initiative, lack of confidence, cowardice, 
and likes to oppose parental obligations. 
This parenting style will disrupt the 
child's social and cognitive abilities, the 
child is unable to get along with peers, 
is  always  aloof,  feels  anxious  and 
restless, more worried that he will have 
a low conscience. This parenting pattern 
makes it difficult for children to interact 
with  other  people  and  has  a  more 
worrying  impact  on  the  process  of 
forming  children's  character,  besides 
that  parents  also  apply  permissive 
parenting  that  gives  freedom  to 
children, so children feel less cared for. 
 
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(https://creativecommons.org/licenses/by-sa/4.0/). 
 