PONTENG SEKOLAH DAN GAYA ASUHAN IBU BAPA DALAM KONTEKS PENDIDIKAN MENENGAH: SATU ANALISIS TRIANGULASI

SCHOOL TRUANCY AND PARENTING STYLES IN THE CONTEXT OF SECONDARY EDUCATION: A TRIANGULATION ANALYSIS

Abstract

Gejala ponteng sekolah merupakan salah satu isu disiplin paling membimbangkan dalam sistem pendidikan menengah di Malaysia dan menjadi cabaran besar terhadap pencapaian Matlamat Pembangunan Mampan 4 (SDG 4), iaitu memastikan pendidikan berkualiti dan inklusif untuk semua. Kajian ini dijalankan bagi mengenal pasti gaya asuhan ibu bapa yang dominan dalam kalangan murid yang terlibat dengan ponteng sekolah, menganalisis persepsi murid dan ibu bapa terhadap gaya tersebut, serta menilai keselarasan antara data soal selidik, temu bual dan dokumen refleksi. Kajian ini menggunakan reka bentuk kajian kes dengan pendekatan kualitatif yang disokong data kuantitatif (soal selidik PAQ). Sampel kajian terdiri daripada 15 orang murid asnaf dan lima orang ibu bapa dari sebuah sekolah menengah di Perlis. Data dikumpul melalui tiga instrumen utama: soal selidik, temu bual separa berstruktur, dan dokumen refleksi, serta dianalisis melalui pendekatan statistik deskriptif, analisis tematik dan analisis kandungan. Dapatan menunjukkan bahawa gaya asuhan autoritatif adalah paling dominan dalam kalangan ibu bapa, namun murid lebih cenderung menilai gaya autoritarian sebagai lebih ketara. Triangulasi data menunjukkan wujud jurang persepsi antara murid dan ibu bapa serta ketidakkonsistenan dalam pelaksanaan gaya asuhan. Kajian mencadangkan agar intervensi pendidikan melibatkan latihan keibubapaan yang seimbang dan kolaboratif antara pihak sekolah dan keluarga dalam menangani gejala ponteng sekolah secara holistik.

School truancy is one of the most worrying disciplinary issues in the Malaysian secondary education system and poses a major challenge to achieving Sustainable Development Goal 4 (SDG 4), which is to ensure quality and inclusive education for all. This study was conducted to identify the dominant parenting style among students involved in school truancy, to analyze the perceptions of students and parents towards that style, and to evaluate the consistency between data from questionnaires, interviews, and reflection documents. The study used a case study design with a qualitative approach supported by quantitative data (PAQ questionnaire). The study sample consisted of 15 asnaf students and five parents from a secondary school in Perlis. Data was collected using three main instruments: a questionnaire, semi-structured interviews, and reflection documents, and was analysed through descriptive statistics, thematic analysis, and content analysis. The findings show that the authoritative parenting style was the most dominant among parents, but students were more inclined to perceive the authoritarian style as more pronounced. Data triangulation revealed a perception gap between students and parents as well as an inconsistency in the implementation of parenting styles. The study recommends that educational interventions involve balanced and collaborative parenting training between schools and families to address school truancy holistically.