The Effect of Self-Reliance and Parental Involvement on Elementary Student Learning Outcomes in Border Areas

Abstract

This study examines the effects of self-reliance and parental involvement on the learning outcomes of public elementary school students in the Nunukan border area. The study used a quantitative correlational design with second-grade students at SD Negeri 003 Kecamatan Nunukan as the units of analysis. Students completed the self-reliance questionnaire, parents or guardians completed the parental involvement questionnaire, and the school provided academic learning-outcome records. The analysis used descriptive statistics, instrument-quality tests, available regression diagnostics, and multiple linear regression. The results show that self-reliance has a positive coefficient direction but does not make a statistically significant partial contribution to learning outcomes. Parental involvement makes a positive and significant contribution and shows a stronger relative contribution than self-reliance. The combined model significantly predicts learning outcomes, although its explanatory power remains limited. The findings show that student independence alone does not adequately explain elementary school learning outcomes in a border-area setting. Family support, communication, learning assistance, academic monitoring, and age-appropriate opportunities for independent action need balanced implementation. Schools can strengthen family-school partnerships while developing students' self-reliance gradually in line with their developmental stage.