Analysis Of Parents' Social Support For Students' Learning Discipline In History Subjects During The Efficiency Period

Abstract

Student learning discipline is a key element in the success of the academic process, especially in History subjects that require consistent reading and critical analysis. Operational adjustments during the efficiency period have resulted in the transfer of some learning control from the school environment to the home, thus placing parental social support as a very crucial factor. This study aims to analyze the form and level of parental social support (emotional, instrumental, informational, and appreciation) and its influence on student learning discipline in History subjects during the efficiency period. The research method used was a quantitative correlational one with a sample of 150 students selected using a simple random sampling technique. Data collection was carried out through a structured questionnaire whose validity and reliability were tested, and analyzed using multiple linear regression. The results of the study indicate that simultaneously, parental social support has a significant effect on student learning discipline in History () with the contribution of the coefficient of determination () as big as. Partially, instrumental and emotional support were the most dominant contributors to maintaining adherence to study schedules and timely submission of History assignments during the efficiency period. This finding underscores the importance of synergy between schools and parents in designing a structured learning support pattern at home during the efficiency period.