Hasil Belajar Ekonomi Siswa SMA Ditinjau dari Keterlibatan Guru, Pola Asuh, dan Teknologi
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3131Keywords:
Teacher Involvement, Parenting Style, ICT Use, Remedial, Learning OutcomesAbstract
Improvements in students' economics learning outcomes are influenced by various factors stemming from the school environment, the family, and the use of technology in learning. This study aims to analyze the effects of teacher involvement, parenting style, and the use of Information and Communication Technology (ICT) on students' economics learning outcomes, and to examine the moderating role of remedial instruction in the relationship between teacher involvement and economics learning outcomes. This study employs a quantitative explanatory approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) with WarpPLS 4.0. The population comprised all 175 eleventh-grade Social Science students of SMA Negeri 20 Surabaya in the 2025/2026 academic year, with the entire population used as the sample (census study). Data were collected through Likert-scale questionnaires and documentation of daily test scores. The results indicate that teacher involvement, parenting style, and ICT use have a positive and significant effect on students' economics learning outcomes. Furthermore, remedial instruction negatively and significantly moderates the relationship between teacher involvement and economics learning outcomes, indicating that the positive effect of teacher involvement tends to weaken among students enrolled in remedial programs. These findings underscore the importance of synergy among teacher support, parenting style, and technology use in improving economics learning outcomes, as well as the need for more targeted remedial programs tailored to students' learning needs.
References
Ahmad, I. F., Setiawati, F. A., Prihatin, R. P., & Fitriyah, Q. F. (2024). Technology-based learning effect on the learning outcomes of Indonesian students: A meta-analysis. International Journal of Evaluation and Research in Education, 13(2), 892–902. https://doi.org/10.11591/ijere.v13i2.25383
Ait Ali, D., El Meniari, A., El Filali, S., Morabite, O., Senhaji, F., & Khabbache, H. (2023). Empirical research on Technological Pedagogical Content Knowledge (TPACK) framework in health professions education: A literature review. Medical Science Educator, 33(3), 791–803. https://doi.org/10.1007/s40670-023-01786-z
Al-zahrani, A. A. (2023). Prospective role of the remedial programs to improve the performance of low achievers in English language courses. Journal of Language and Linguistic Studies, 9(3), 226–237.
Almeida, D., & Santos, G. (2024). Parenting styles and youth's externalizing and internalizing behaviors: Does self-control matter? International Criminology, 4(3), 248–264. https://doi.org/10.1007/s43576-024-00137-1
Alrajhi, M. N., & Aldhafri, S. S. (2024). Predicting students' academic achievement through teaching and parenting styles: Self-concept as a mediator. Education Research International, 2024. https://doi.org/10.1155/2024/9614992
Alsraisri, N., & Amjad, F. (2025). Exploring remedial teaching interventions for students facing persistent learning challenges. Lex localis - Journal of Local Self-Government, 23(11), 47–67. https://doi.org/10.52152/801712
Banda, Y. M., & Ota, M. K. (2024). Parental involvement in online learning and student learning performance. Prima Magistra: Jurnal Ilmiah Kependidikan, 5(3), 230–237. https://doi.org/10.37478/jpm.v5i3.4181
Bandura, A. (1986). Graphical representation of theory and constructs: Social cognitive theory. Prentice-Hall.
Bargary-O'Neill, C. (2026). The use of ICT for learning in Irish primary education: Children, parent and teacher perspectives.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monograph, 4(1), 1–103. https://doi.org/10.1037/H0030372
Berhanu, K. Z., & Naidoo, P. (2024). The relationship between Parent-Teacher-Student Association (PTSA) involvement in school and academic achievement as mediated by learning engagement in the case of primary schools. Social Sciences & Humanities Open, 10.
Costa, A., Moreira, D., Casanova, J., Azevedo, Â., Gonçalves, A., Oliveira, Í., Azevedo, R., & Dias, P. C. (2024). Determinants of academic achievement from the middle to secondary school education: A systematic review. Social Psychology of Education. Springer Netherlands. https://doi.org/10.1007/s11218-024-09941-z
Cupar, T., Klanjšek, R., Košir, K., Lavrič, M., & Vazsonyi, A. T. (2025). Effects of parenting styles on academic achievement: The moderating role of a country's economic development. Children and Youth Services Review, 176. https://doi.org/10.1016/j.childyouth.2025.108429
Cut, S. S., & Johar, R. (2023). The effect of an e-learning-based remedial program on students' learning outcomes: The case of fraction. Jurnal Pendidikan Matematika, 6(2), 118–124.
Deng, J., Heydarnejad, T., Farhangi, F., & Khafaga, A. F. (2022). Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers. Frontiers in Psychology, 13, 1–17. https://doi.org/10.3389/fpsyg.2022.1019984
Di Pietro, G., & Castaño Muñoz, J. (2025). A meta-analysis on the effect of technology on the achievement of less advantaged students. Computers & Education, 226, 1–16. https://doi.org/10.1016/j.compedu.2024.105197
Engin, M. Ç., Gençdoğan, B., & Engin, A. O. (2024). A taxonomic approach on learning areas. European Journal of Education and Pedagogy, 5(3), 8–14. https://doi.org/10.24018/ejedu.2024.5.3.583
Fatimaningrum, A. S. (2022). Parental involvement and academic achievement: A meta-analysis. Psychological Research and Intervention, 4(2), 57–67. https://doi.org/10.21831/pri.v4i2.45507
Fung, A. L. C., & Deng, Y. (2025). Cultural hybridity and parenting styles: Analyzing authoritative and authoritarian dynamics in Hong Kong. Social Sciences, 14(10). https://doi.org/10.3390/socsci14100584
Fütterer, T., Richter, E., & Richter, D. (2024). Teachers' engagement in online professional development—The interplay of online professional development quality and teacher motivation. Zeitschrift für Erziehungswissenschaft, 27(3), 739–768. https://doi.org/10.1007/s11618-024-01241-8
Gebre, Z. A., Demissie, M. M., & Yimer, B. M. (2025). The impact of teacher socio-emotional competence on student engagement: A meta-analysis. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1526371
Gu, X., Che Hassan, N., & Sulaiman, T. (2024). The relationship between family factors and academic achievement of junior high school students in rural China: Mediation effect of parental involvement. Behavioral Sciences, 14(3). https://doi.org/10.3390/bs14030221
Gufeng, W., Sueb, R., Zulkifli, A. F., & Hashim, H. (2024). Parenting styles and academic performance: A study of senior elementary students in Henan, China. International Journal of Research and Innovation in Social Science, 8(2454), 653–663. https://doi.org/10.47772/IJRISS
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications.
Han, F. (2021). The relations between teaching strategies, students' engagement in learning, and teachers' self-concept. Sustainability, 13(9). https://doi.org/10.3390/su13095020
Hayek, J., Schneider, F., Lahoud, N., Tueni, M., & de Vries, H. (2022). Authoritative parenting stimulates academic achievement, also partly via self-efficacy and intention towards getting good grades. PLoS ONE, 17(3), 1–20. https://doi.org/10.1371/journal.pone.0265595
Helms-Lorenz, M. (2023). Effective teaching around the world. Springer. https://doi.org/10.1007/978-3-031-31678-4
Hessen, A., Hungnes, T., Elisabeth, K., Edvard, O., & Legreid, I. (2026). Sources of mathematics and science self-efficacy in primary and secondary education: A systematic literature review. Educational Research Review, 50. https://doi.org/10.1016/j.edurev.2025.100760
Huang, L., & Wang, D. (2023). Teacher support, academic self-efficacy, student engagement, and academic achievement in emergency online learning. Behavioral Sciences, 13(9). https://doi.org/10.3390/bs13090704
Isufi, A., & Haskuka, M. (2024). Parenting styles and teacher interaction on self-regulated learning and academic performance. International Journal of Adolescence and Youth, 29(1). https://doi.org/10.1080/02673843.2024.2365881
Jin, J. (2023). The impact of parenting styles on children's social adjustment and development. Journal of Education, Humanities and Social Sciences, 22, 867–872.
Lai, W. (2025). The relationship between parenting styles and academic adjustment in first-year middle school students: The chain mediation effects of academic self-concept and positive academic emotions. International Journal of Social Science and Education Research, 8(6).
Lin, Y., & Yu, Z. (2023). Extending Technology Acceptance Model to higher-education students' use of digital academic reading tools on computers. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00403-8
López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students' academic achievement. International Journal of Educational Research, 120. https://doi.org/10.1016/j.ijer.2023.102199
Louis, J. P. (2022). The Young Parenting Inventory (YPI-R3), and the Baumrind, Maccoby and Martin parenting model: Finding common ground. Children, 9(2). https://doi.org/10.3390/children9020159
Ma, X. Z., Ertmer, P. A., Petrus, C., Pelgrumen, M., Watsonta, R., Chin, M., & Tanu, S. (2024). The impact of technology integration on student learning outcomes. Journal of Educational Technology, 1(1), 73–90.
Mekheimer, M. A. (2025). Effective technology integration in higher education: A mixed-methods study of professional development. Education and Information Technologies, 25013–25058. https://doi.org/10.1007/s10639-025-13750-y
Mukhalalati, B., Elshami, S., Eljaam, M., Hussain, F. N., & Bishawi, A. H. (2022). Applications of social theories of learning in health professions education programs: A scoping review.
Mukherjee, D., & Kittur, H. (2025). Learning through cognitive, affective, and psychomotor domains: Understanding students' learning perspectives in higher education. Journal of Learning Sciences, 29(1), 45–60.
Nunes, C., Oliveira, T., Castelli, M., & Cruz-Jesus, F. (2023). Determinants of academic achievement: How parents and teachers influence high school students' performance. Heliyon, 9(2), e13335. https://doi.org/10.1016/j.heliyon.2023.e13335
OJK & BPS. (2024). Survei Nasional Literasi dan Inklusi Keuangan 2024. Otoritas Jasa Keuangan.
Report, I. (2016). Facilitating work-based learning. Springer. https://doi.org/10.1007/978-1-137-40325-4
Ruijia, Z., Wenling, L., & Xuemei, Z. (2025). The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: A meta-analysis of moderating factors. Frontiers in Psychology, 16, 1–16. https://doi.org/10.3389/fpsyg.2025.1540169
Rusydi, I., & Radikun, T. B. S. (2024). Teacher engagement: Confirmatory factor analysis (CFA) in measuring preschool teacher engagement behaviorally, emotionally and cognitively. Psikostudia: Jurnal Psikologi, 13(3), 402. https://doi.org/10.30872/psikostudia.v13i3.15508
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
Studies, O. R. (2024). Relationship between self-efficacy and academic achievement in online learning. Open Regional Studies, 43–57.
The relationship between teacher academic optimism and student academic achievement: A meta-analysis. (2021). Psycho-Educational Research Reviews, 10(2), 284–297. https://doi.org/10.52963/perr_biruni_v10.n2.20
Tinajero, C., Mayo, M. E., Villar, E., & Martínez-López, Z. (2024). Classic and modern models of self-regulated learning: Integrative and componential analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2024.1307574
Tri, A. N., & Tompong, K. J. (2025). Relationship of parental care with academic achievement of junior high school students. Journal of Educational Studies, 1(1), 9–19.
Tsela, D., Drosou Tsela, R., & González López, I. (2023). Relations between parenting style and parenting practices and children's school achievement. Social Sciences, 12(1). https://doi.org/10.3390/socsci12010005
Vasiou, A., Kassis, W., Krasanaki, A., Aksoy, D., Favre, C. A., & Tantaros, S. (2023). Exploring parenting styles patterns and children's socio-emotional skills. Children, 10(7), 1–20. https://doi.org/10.3390/children10071126
Xu, E., Feng, X., Ning, K., Wang, Y., Zhou, L., & Li, H. (2025). The effectiveness of technical-supported collaboration in promoting students' learning outcomes: A meta-analysis based on empirical literature. Educational Research Review, 1–14.
Yang, D., Chen, P., Wang, K., Li, Z., Zhang, C., & Huang, R. (2023). Parental involvement and student engagement: A review of the literature. Educational Psychology Review, 1–17.
Yang, X., & Li, X. (2025). A study on the effect of perceived teacher support on English academic achievement among senior high school students: The mediating role of learning engagement. International Journal of New Developments in Education, 7(9), 1–9. https://doi.org/10.25236/IJNDE.2025.070901
Yasira, S., & Maksum, N. R. (2023). Implications of parenting styles on students' critical thinking abilities. Al Hikmah Indonesian Journal of Early Childhood Islamic Education, 7(2), 188–197. https://doi.org/10.35896/ijecie.v7i2.650
Yoke, I., Leong, C., Kaur, K., Singh, M., Yeap, C. K., & Vijayarajoo, A. R. (2024). Exploring ESL learners' reading strategies based on the theory of reciprocal determinism. Journal of Language Studies, 15(3), 364–378.
Zhai, S., Hash, J., Ward, T. M., Yuwen, W., & Sonney, J. (2023). Analysis, evaluation, and reformulation of Social Cognitive Theory: Toward parent-child shared management in sleep health. Journal of Pediatric Nursing, 73, e65–e74. https://doi.org/10.1016/j.pedn.2023.07.011
Zhang, S., & Wu, H. (2025). School leadership, parental involvement, and student achievement: A comparative analysis of principal and teacher perspectives. Education Sciences, 15(6), 1–21. https://doi.org/10.3390/educsci15060767
Zheng, W., & Wang, C. (2019). Teachers' questioning to scaffold students' critical thinking. Academic Journal of Humanities & Social Sciences, 2(2), 107–110. https://doi.org/10.25236/AJHSS.040049
