The Influence of Parenting Toward Religious Behavior and Study Result

The aim of this article is to present the results of research concerning empirical description of the parenting and its influences on religious behavior and students' study results in the subject of PAI (Pendidikan Agama Islam/Islamic Education). The research method used is qualitative and quantitative methods. The population of the research is all students and their parents in the fifth grade of elementary school in one group of Pulau Kijang, in Reteh Subdistrict, Indragiri Hilir, Riau. The sampling used the technique of cluster sampling for 80 students and 80 parents. The results of the research show that the parenting determines the height and low of students' religious behavior and PAI study results. Students who have high and average religious behavior are educated by the parents having the authoritative parenting, while the students having low religious behavior are those who are educated by authoritarian, authoritative, permissive, authoritarian-authoritative combination, and authoritative-permissive combination parentings. Meanwhile, students who have the high study results are educated by the parents having the authoritative parenting, while the students whose study results are average are educated by the authoritarian, authoritative, permissive, authoritarian-authoritative combination, and authoritative-permissive combination parentings.


INTRODUCTION
the survey is to find out general description of the characteristics from the population (Sukmadinata, 2013, pp. 54²55). The data have taken place and have existed on respondents without giving any treatments or manipulations (Zaenal A., 2012, p. 22).
The population of the research is all students and their parents in the fifth grade of elementary school in one group of Pulau Kijang, in Reteh Subdistrict. The sampling uses the technique of cluster sampling for 80 students and 80 parents. The instruments used are questionnaire, documentation, interview, and observation. Questionnaire was used to gain the GDWD DERXW SDUHQWLQJ DQG VWXGHQWV· UHOLJLRXV EHKDYLRU 7KH SDUHQWLQJ GDWD UHIHU WR WKH explanation about the influence of parenting style toward students· EHKDYLRU DFFRUGLQJ WR Baumrind quoted by Yusuf (2006, p. 51). The parenting data were also added from the DFWLYLWLHV RI REVHUYDWLRQ DQG LQWHUYLHZ 7KH GDWD RI VWXGHQWV· UHOLJLRXV EHKDYLRU FRYHr faith, worship, and character aQG WKH GDWD RI VWXGHQWV· VWXG\ UHVXOWV were gained from report documentation in the even semester, the 2015/2016 Academic Year.

RESULTS AND DISCUSSIONS Types of parenting
Parenting is the way the parents raise their children E\ IXOILOOLQJ WKH FKLOGUHQ·V QHHGV JLYLQJ WKH SURWHFWLRQ HGXFDWLQJ WKH FKLOGUHQ DQG DIIHFWLQJ FKLOGUHQ·V EHKDYLRU LQ GDLO\ OLIH (Respati, Yulianto, & Widiana, 2006, p. 127). According to Mahmud (2013, p. 149), parenting is the way the parents bring up their children in family as embodiment of their affection to their children.
There are many types of parenting. The parenting based on two dimensions (responsiveness and demand) is divided into four types, namely: 1. Authoritative Authoritative parenting is the parenting which has high demand and responsiveness. The characteristics of the authoritative parenting, according to Baumrind in Casmini (2007, p. 50), are: (a) behaving warm but explicit, (b) giving certain standard so that the children can carry out the education and give the consistent hopes toward cKLOGUHQ·V QHHGV DQG DELOLWLHV c) giving children the chances to grow autonomously and being able to direct themselves, but children have to have responsibility toward their behavior, and (d) dealing with children rationally, focusing on problems, giving encouragement in family discussion and explaining the discipline which they give.
According to Sugihartono (Sugihartono et al., 2007) , the authoritative parenting has the characteristics of balance between rights and obligations of parents and children. Thereby, both of them are complementary. Children are trained to be responsible and to determine their own behavior so as to have discipline.
Another opinion is put forward by Bjorklund and Bjorklund (Conny, 1998, p. 207) that the authoritative parenting has the characteristics of the parentV· behavior which control, demand, behave warmly, receptively, rationally, have verbal dialogue, and appreciate discipline, self-confidence, and uniqueness. According to Yusuf (Yusuf, 2006), the authoritative parenting has the characteristics as follows: acceptance and high control, responsive to FKLOGUHQ·V QHHGV HQFRXUDJLQJ FKLOGUHQ WR H[SUHVV RSLQLRQV RU TXHVWLRQV DQG JLYLQJ WKH explanation about the impacts of good and bad deeds.
2. Authoritarian It is the parenting which has high demand but low responsiveness. According to Baumrind, the characteristics of authoritarian parenting are giving high value to obedience which meets their demands, tending to prefer to punish, being absolute and full of discipline, the parents ask their children to accept everything without questions, rules, and the standards ZKLFK DUH FRQVLVWHQWO\ JLYHQ E\ WKH SDUHQWV DQG WKH\ GR QRW HQFRXUDJH FKLOGUHQ·V EHKDYLRU freely, and they restrict the children (Casmini, 2007). The authoritarian parenting tends to make children less initiative, doubtful, and nervous with ease (Sugihartono et al., 2007).
7KH FKDUDFWHULVWLFV RI WKH DXWKRULWDULDQ SDUHQWLQJ DUH SDUHQWV· EHKDYLRU of giving the FRQWURO VWULFWO\ DQG JLYLQJ WKH FULWLFDO HVWLPDWLRQ RQ FKLOGUHQ·V EHKDYLRU KDYLQJ IHZ YHUEDO dialogues, and behaving less warm, and lack of plaiting emotion (Conny, 1998), the acceptance is low but the control is high, tending to punish physically, frequently telling the children to do something without compromise, behaving rigid (tough), tending to be emotional and resistant (Yusuf, 2006). In this type of parenting, the parents determine what should and should not be done by the children (Rahmat, 2009, p. 35).
3. Indulgent ,W LV WKH SDUHQWLQJ ZLWK SDUHQWV· DWWLWXGH of lacks demand but frequently gives responsiveness. The characteristics of indulgent parenting are: accepting their children very much and more passive in discipline, demanding the children very little, giving children the freedom to act without restriction, more pleased to regard themselves as center of attraction for their children without caring whether or not their children pay attention to them (Casmini, 2007).
4. Neglectful It is the parenting which has the low demand and responsiveness. The neglectful characteristics are the same as indifferent ones, they are: very little time and energy to interact with children, doing everything for their children sufficiently, very little effort to understand childreQ·V DFWLYLWLHV DQG H[LVWHQFH QRW LQWHUHVWHG LQ XQGHUVWDQGLQJ FKLOGUHQ·V H[SHULHQFHV DW school or their relationship with their friends, rarely contradict with children and rarely FRQVLGHU FKLOGUHQ·V RSLQLRQV ZKHQ WKH SDUHQWV PDNH D GHFLVLRQ DQG LW LV WKH parents who manage the household for their needs and interests (Martinez, Garcia, & Yubero, 2007, p. 106).
The indulgent and neglectful parentings become the permissive parenting with the following characteristics: high acceptance attitude but low control, and giving children the freedom to express their encouragement or wishes (Yusuf, 2006), parents give the big freedom WR FKLOGUHQ VR WKDW LW FDQ PDNH FKLOGUHQ ODFN UHVSRQVLELOLW\ DQG DFW DW ZLOO ZLWKRXW SDUHQWV· controls (Sugihartono et al., 2007), the parents do not control and put any demand on their children, apply few punishments or rules, use reasoning andbe warm and acceptable (Conny, 1998).
Of the four types of parenting above, the parentings applied by the parents to their children are simplified into: (1) authoritarian parenting, it is the parenting with high demand but low responsiveness, (2) authoritative parenting, it is the parenting with high demand and responsiveness, (3) permissive parenting, it is the parenting with low demand but high responsiveness (Yusuf, 2006).

The Parenting Profile in the Grade V for the Group of Pulau Kijang, Reteh Subdistrict, Indragiri Hilir, Riau
7KH SDUHQWLQJ SURILOH RI WKH VWXGHQWV· SDUHQWV LQ WKH ILIWK JUDGH RI HOHPHQWDU\ school for Group of Pulau Kijang in Reteh Subdistrict, Indragiri Hilir, Riau, is as follows: six parents (7.5 %) have the authoritarian parenting consisting of five parents having the average authoritarian parenting and one parent having the high authoritarian parenting. 67 parents (83.75%) have the authoritative parenting, consisting of 30 parents belonging to the high authoritative parenting and 37 parents belonging to the average authoritative parenting. There are three parents (3.8%) having permissive parenting, which is the average permissive parenting, three other parents (3.8%) having the combined parenting between authoritarian and authoritative (belonging to the average authoritarian-authoritative), and one parent (1.3%) having the combined parenting between authoritative and permissive in the average authoritative-permissive parenting. The above results are visualized in the following Figure 1. The 5HODWLRQVKLS RI 3DUHQWLQJ DQG 6WXGHQWV· 5HOLJLRXV %HKDYLRU DQG 6WXG\ 5HVXOWV 67 parents (83.75 %) who have the authoritative parenting consisting of 30 parents (44.78%) belonging to the high authoritative parenting and 37 parents (55.22%) belonging to the average authoritative parenting, have 10 students (14.93 %) who have high religious behavior, 38 students (56.72%) who have the average category, and 19 students (28.36%) who have the low category. For the study results, there are 15 students (22.39%) who gain the high value, and the rest, 52 students (77.61%) gain the average value.
The parents who have authoritative parenting and generate the children whose religious behavior is high and average also generate the children whose study results are high and average too. There are only 13 parents who have different parentings, as shown in the Table 1. In general, the parents who have other styles of parentings other than authoritative parenting have children whose religious behavior is low (69%), only a small number of them whose grade is average (30%). For the study results, only two children have the high grade (15%), while others have the average grade (85%).

Results
Besides the data gained from questionnaire, the researchers also gain the parenting data through observation and interview of three families whose children have the highest, average, and low religious behavior values and study results. Of the three families, all of them have the authoritative parenting but only has different tendency.
3. Listening to the FKLOG·V opinions or questions. 4. Giving explanation to the impacts of the good and bad deeds. 6HFRQGO\ 0U $QGDQJ .RVDUD·V IDPLO\ KDV D FKLOG ZKRVH UHOLJLRXV EHKDYLRU DQG VWXG\ UHVXOWV DUH DYHUDJH 0U $QGDQJ .RVDUD·V family belongs to the family applying the average authoritative parenting which almost tends to be authoritarian, and the functions of family go well and cover the following dimensions: 1. Accepting the FKLOG·V DELOLW\ DQG putting high control on their child. 2. %HKDYLQJ UHVSRQVLYH WR FKLOG·V QHHGV.
3. Tending to be emotional and resistant. 7KLUGO\ 0U 6DVOL 1DVXWLRQ·V IDPLO\ KDV D FKLOG ZKRVH UHOLJLRXV EHKDYLRU DQG VWXG\ results is low and belongs to the high authoritative parenting. However, after observation and interview, the religious behavior tends to be permissive. In religious experiences, parents DFFHSW WKHLU FKLOGUHQ·V DELOLW\ YHU\ PXFK EXW LW is not accompanied by sufficient supervision toward childUHQ·V UHOLJLRXV DFWLYLWLHV ,Q FRPSDULVRQ ZLWK TXDQWLWDWLYH GDWD RI 0U 6DVOL 1DVXWLRQ·V SDUHQWLQJ FKRVH WKH DXWKRULWDWLYH LQVWUXPHQW chose authoritarian, and 4.54% chose permissive instrument. Thereby, the data are a little different from the reality which is found in the field in terms of religious behavior.
Not all the parents who have the authoritative parenting choose the authoritative alternative, and it is absolute to all conditions. For example, in one condition parents have the authoritative parenting, while in another condition they can choose other parenting styles. It is also found LQ TXDOLWDWLYH UHVHDUFK 0U $EGXO 0XLV· IDPLO\ WHQGV WR KDYH WKH DXWKRULWDWLYH parenting by choosing item 14 in high authoritative category, but he consistently chooses the item of another parenting, namely: five authoritarian items and five permissive items. Andang .RVDUD·V IDPLO\ WHQGV WR KDYH WKH DXWKRULWDULDQ SDUHQWLQJ by choosing item 11 in average authoritative category, but he consistently chooses the item of other parentings, namely: 10 authoritarian items and three permissive items. Sasli 1DVXWLRQV·V family has the authoritative parenting by choosing item 14 in high authoritative category, but he consistently chooses the item of other parentings, namely: seven authoritarian items and three permissive items. In accordance with $LV\DK·V RSLQLRQ (2010, p. 1), there are nearly no parents practicing only one style of the parentings . There is a tendency by the parents to use certain type of parenting. Even the parents practice the parentings in eclectic way, by doing parentings to their children conditionally.
Parents who have the authoritative parenting have 10 students whose religious behavior is high, 38 students gain the average value, and 19 others gain the low value. This means not all the parents having the authoritative parenting have children whose religious behavior is high. Likewise with the study results, not all the parents having the authoritative parenting have children who have high study results. This might be affected by certain factors such as that there are parents whose authoritative parenting is high, but they are authoritative toward the problems which are not related to religious behavior. Therefore, it will be less influentiDO WR FKLOGUHQ·V UHOLJLRXV EHKDYLRU Likewise with children·V VWXG\ UHVXOWV WKHLU VXFFHVV LV XVXDOO\ DIIHFWHG E\ WKH FKLOGUHQ·V LQWHOOLJHQFH IDFWRU +RZHYHU WKH ILQGLQJV RI UHVHDUFK prove that all students who have high religious behavior and whose study results are high are those from the family having the authoritative parenting.
The data from 13 parents who do not have authoritative parenting show that there are no children who have high religious behavior. Four students gain the average value, and nine others gain the value of low religious behavior. In the study results or in the subject of PAI, only two students have high value, and 11 others gain the average value.
The results of this research show that on the average, authoritative parenting is used by the grade V of elementary school in one group of Pulau Kijang, Reteh. Authoritative parenting is the parenting which gives children the freedom to express opinion, to interact freely with their peers, and there are clear rules in their family. This is in line with what Martinez stated in Casmini (Casmini, 2007) that authoritative parenting is the parenting whose demand and responsiveness are high. The characteristics of the authoritative parenting, according to Baumrind, are: 1) behaving warm but firmed, 2) giving certain standard so that WKH FKLOGUHQ FDQ FDUU\ RXW HGXFDWLRQ DQG JLYH FRQVLVWHQW KRSH WRZDUG FKLOGUHQ·V QHHGV DQG abilities, 3) giving children the chances to grow autonomously and being able to direct themselves, but children have to have responsibility toward their own behavior, and 4) dealing with children rationally by focusing on problems and giving encouragement in family discussion and explaining the discipline which they give (Casmini, 2007). In line with what Martinez stated, authoritative parenting is characterized by existence of balance between rights and obligations of parents and children. Thereby, both of them are complementary. Children are trained to be responsible and to decide their own behavior so as to have disciplined (Sugihartono et al., 2007). This LV LQ OLQH ZLWK %MRUNOXQG DQG %MRUNOXQG·V RSLQLRQ WR UHLQIRrce %DXPULQG·V RSLQLRQ WKDW WKH DXWKRULWDWLYH SDUHQWLQJ DOVR PDNHV FKLOGUHQ LQGHSHQGHQW KDYH self-control, explorative, and full of confidence. However, there is a shortcoming in the DXWKRULWDWLYH SDUHQWLQJ WKDW LV PDNLQJ FKLOGUHQ WHQG WR HQFRXUDJH SDUHQWV· DXWKRULW\ WKDW everything has to be considered between children and parents.
Authoritative parenting or democratic parenting has some excellences: making children individuals who trusts other people, responsible for their action and be honest, not hypocritical. Thereby, the orders which the parents give in religious enforcement are carried out well because the children who are educated by the authoritative parenting tend to have more self-confident than those who are educated by the permissive or authoritarian parentings.
This finding shows that the good or ideal parenting to be applied in family is the authoritative parenting. This is in accordance with the excellences of this parenting according WR WKH H[SHUWV· RSLQLRQ such as Baumrind and Hart. et.al. Baumrind (Casmini, 2007) VWDWHV WKDW WKH LGHDO SDUHQWLQJ IRU FKLOGUHQ·V JURZWK LV WKH authoritative parenting. This is because: 1. Authoritative parents balance between restriction and freedom. Parents give chances WR GHYHORS FKLOGUHQ·V VHOI-confidence. On the other hand, parents manage standards, restrictions, and clues for children. 2. Authoritative parents are flexible in bringing up children. They form and adapt the demands and the hopes which are in accordance with the changes of the need of the children DQG FKLOGUHQ·V FRPSHWHQF\ 3. Authoritative parents prefer to give children the gradual freedom. 4. Authoritative parents prefer to encourage children in discussion. This can support the intellectual development which is the important basis for social competency development. 5. Discussion in family about decision making, rules, and hopes which are explained can help children understand the social system and social relationship. 6. Authoritative family can give stimulation of thought to children. 7. Authoritative parents combine the control which is balanced with the warmth. 8. &KLOGUHQ ZKR JURZ ZLWK SDUHQWV· ZDUPWK ZLOO GLUHFW WKHPVHOYHV E\ LPLWDWLQJ WKHLU parents and then show the same tendency. 9. Children who grow in the authoritative family will also continue practicing the authoritative parenting. 10. Parents will feel comfortable to be around the responsible and free children, so that they treat teenagers in warmer way. On the contrary, the naughty teenagers will make their parents not think over, impatient, and keep distance from their children.
It is also parallel with what Baumrind, Hart et.al (Santrock, 2007, p. 168) state that the authoritative parenting is suitable and ideal to be applied. This is because: 1. Authoritative parents are the precise balance between control and autonomy. The parents will give the chances to children to form the independence and give standard, restriction, and guide which are needed by children. 2. Authoritative parents tend to involve children more in the give-and-take activity verbally and allow children to express their viewpoints.

3DUHQWV· ZDUPWK DQG LQYROYHPHQW JLYHQ E\ DXWKRULWDWLYH SDUHQWV PDNH FKLOGUHQ PRUH
abOH WR DFFHSW WKH SDUHQWV· LQIOXHnces. Therefore, it is natural if the authoritative parenting becomes the parenting which is applied by many parents of students in grade V of Elementary School for the group of Pulau Kijang. Several things which support the success of this authoritative parenting are the existence of culture, religious schools, and conductive environment in the application of this authoritative parenting.
This LV LQ OLQH ZLWK :LOOLV· RSLQLRQ (2015, p. 173) that roles of family in education especially on FKLOGUHQ·V VWXG\ vary, both in their behaviors and how they respond to their children. Variety of this attitude is caused by various factors, namely: 1) culture; 2) educational background; 3) interest; 4) environmental influence.

Test of Normality, Test of Correlation, Test of Hypotheses
1. Test of Normality After using descriptive statistic, the results of the survey were also analyzed by using inferential or parametric statistic; that is, the statistical test through the very strict stages ² one of them is test of normality. Table 2 show the result from the test of normality on 80 samples.  Table 2 above, it can be explained that the test of normality toward the parenting data, religious behavior, and study results of PAI has normal distribution. This is shown by the Kolmogorov-Smirnov Test, 3.224>0.05 for parenting, 0.583>0.05 for religious behavior, 2.551>0.05 for study results of PAI.

Test of Correlation and Anova a. Test of Correlation
Having used the test of normality, test of regression and correlation can be done by using the parametric statistical test. It can be explained that the test of correlation toward parenting, religious behavior, and study results of PAI is as follows.
The correlation of parenting toward religious behavior is 0.008<0.05. It means that the parenting has sufficient correlation toward religious behavior and the parenting has negative correlation with the study results. It means that the influence of parenting is less meaningful WRZDUG FKLOGUHQ·V VWXG\ UHVXOWV 7KH VWURQJest one is the correlation between religious behavior and study results ² that is 0.326>0.05. It means that the good religious behavior generates the good study results. Data of correlation can be seen in Table 3 and Table 4.  b. Regression Test of ANOVA Test of ANOVA toward the sample of 80 students concerning the parenting, religious behavior, and study results can be seen in Table 5.  c. Test of Hypotheses/Chi Square 1) Correlation between Parenting and Religious Behavior Using IBM SPSS 20.0 in processing the data in deciding the hypotheses of the relationship between parenting and religious behavior shows that the parenting is not significantly influential on religious behavior, as t-count > t-table is 0.527>0.05, so that it can be concluded WKDW SDUHQWLQJ LV QRW WKH LQIOXHQWLDO IDFWRU WRZDUG FKLOGUHQ·V UHOLJLRXV EHKDYLRU When each parenting is partially processed, the result turns out to be the same; that is, t-count > t-table, with the value of 0.140>0.05. This means that the authoritative parenting does not affect the religious behavior.

2) Correlation between Parenting and Study Results
Parenting is not significantly influential on study results because t-count > t-table is 0.917>0.05. It can be concluded WKDW SDUHQWLQJ LV QRW WKH LQIOXHQWLDO IDFWRU WRZDUG FKLOGUHQ·V study results. Likewise in the process, authoritative parenting only relates to study results. It can be explained that the t-count>t-table is 0.479>0.05. It means that the authoritative SDUHQWLQJ GRHV QRW DIIHFW FKLOGUHQ·V VWXG\ UHVXOWV

3) The Influence of Parenting on Religious Behavior and Study Results
Finally, test of chi-square is done to find out the influence of parenting on religious behavior and study results. The result shows that parenting is not significantly influential on religious behavior but it is influential on study results. It is because t-count>t-table is 0.089>0.05 and 0.00<0.05.
From data of the influence of parenting on FKLOGUHQ·V UHOLJLRXV EHKDYLRU DQG VWXG\ results, it can be concluded that parenting is not significantly influential but is influential on FKLOGUHQ·V UHOLJLRus behavior and study results.

CONCLUSION
From the results of spreading questionnaire, interview, and observation, the parenting determines the KHLJKW DQG ORZ RI VWXGHQWV· UHOLJLRXV EHKDYLRU DQG VWXG\ UHVXOW RI 3$, Students having high and average religious behavior are educated by the authoritative parenting, while students having low religious behavior are educated by the authoritarian, authoritative, permissive, authoritarian-authoritative combination, and authoritative-permissive combination parentings. This is similar to the study result of PAI. Students having high study result are educated by the authoritative parenting, while students having average study result are educated by the authoritarian, authoritative, permissive, authoritarian-authoritative combination, and authoritative-permissive combination parentings.
The parenting in the Group of Pulau Kijang in Reteh subdistrict, Inhil Riau is generally authoritative (84%); that is, the type of parenting which does not only accept FKLOGUHQ·V DELOLW\ EXW DOVR JLYH GHPDQG WR FKLOGUHQ 6WXGHQWV· religious behaviors in the Group of Pulau Kijang vary: 13% has high value, 52% has average value, and 35% has low value. The tendency of religious behavior in this group is: (1) believing in Allah by being thankful to Him, (2) performing worship, (3) having patient character, (4) believing in al-4XU·DQ EHLQJ WKDQNIXO WR $OODK·V IDWH DQG GRLQJ WKH IDVWLQJ LQ 5DPDGKDQ Study results of PAI in the Group of Pulau Kijang in Reteh Subdistrict, Inhil Riau are: 19% having high value and 81% having the average value.
Meanwhile, the results of correlation count with parametric statistic show that the influence of parenting on VWXGHQWV· UHOLJLRXV EHKDYLRU DQG VWXG\ UHVXOWV LV Qot significantly influential. Similarly, the result of the partial count from each parenting shows the same result; that is, the form of parenting is not significantly influential on VWXGHQWV· UHOLJLRXV EHKDYLRU DQG study results.