Parenting Patterns for Cadets in the New Normal Period of the Covid-19 Pandemic
Keywords:Parenting, Cadets, New Normal, Covid 19
This article discusses Parenting Patterns for Cadets and all things tied to parenting in the New Normal Period of the Covid-19 Pandemic. The new normal parenting pattern for Barombong Maritime Polytrvhnic cadets is the cadets' perception of parenting patterns based on three kinds of parenting patterns, namely authoritarian parenting, democratic parenting and permissive parenting, which have been adapted to Permanent Daily Activity (KHST) and Cadet Rules and Regulations (PERTIBTAR) the New Normal rules given to Barombong Maritime Polytechnic cadets. The cadet parenting pattern is the cadet's perception of the parenting pattern given to the cadets in the Barombong dormitory Polytechnic, based on the measurement of three kinds of parenting patterns, namely authoritarian parenting, democratic parenting and permissive parenting. cadets to be able to enter campus must be adjusted to the requirements of the Covid-19 Task Force and the Barombong Maritime Polytechnic. The cadets who meet the requirements according to the provisions can enter the dormitory and take part in permanent daily activities (KHST). The daily activities of the cadets during this pandemic are arranged according to the health protocol so that a new Permanent Daily Activity (KHST) schedule is made that has been adapted to the conditions of the Pandemic, as well as Cadet Rules and Regulations (PERTIBTAR) with the current pandemic conditions, there have been additional rules for Cadet Rules And Regulations (PERTIBTAR) that existed previously.
Baharudin, R., Hong, C. Y., Lim, S. J., & Zulkefly, N. S. (2010). Educational goals, parenting practices and adolescents' academic achievement. Asian Social Science, 6(12), 144.
Dewi, N. P. A. R., & Susilawati, L. K. P. A. (2016). Hubungan antara kecenderungan pola asuh otoriter (authoritarian parenting style) dengan gejala perilaku agresif pada remaja. Jurnal Psikologi Udayana, 3(1), 108-116.
Gottman, J. M., & DeClaire, J. (1999). Raising an emotionally intelligent child New York.
Guinote, A. E., & Vescio, T. K. (2010). The social psychology of power. Guilford Press.
Hurlock, E. B. (1974). Personality Development. New Delhi : Hill Publishing Company.
Hurlock. E. B. (2001). Developmental psychology. Tata McGraw-Hill Education.
Kristiyani, T. (2020). Self-Regulated Learning: Konsep, Implikasi dan Tantangannya Bagi Siswa di Indonesia. Sanata Dharma University Press.
Latipah, E. (2010). Strategi self regulated learning dan prestasi belajar: kajian meta analisis. Jurnal psikologi, 37(1), 110-129.
Lazarus, R. S., Dodd, H. F., Majdandžić, M., De Vente, W., Morris, T., Byrow, Y., ... & Hudson, J. L. (2016). The relationship between challenging parenting behaviour and childhood anxiety disorders. Journal of affective disorders, 190, 784-791.
Morrison Gutman, L., McLoyd, V. C., & Tokoyawa, T. (2005). Financial strain, neighborhood stress, parenting behaviors, and adolescent adjustment in urban African American families. Journal of Research on Adolescence, 15(4), 425-449.
Salman, M., & Nursalim, M. (2021). Studi Kepustakaan Tentang “Self Regulated Learning”. Jurnal BK UNESA, 12(1).
Stewart-Brown, S. (2008). Improving parenting: the why and the how. Archives of disease in childhood, 93(2), 102-104.
Susanto, A. (2015). Bimbingan & Konseling di Taman Kanak-kanak. Jakarta: Prenadamedia.
Susanto, A. A. V., & Aman, A. (2016). Pengaruh pola asuh orang tua, pergaulan teman sebaya, media televisi terhadap karakter siswa SMP. Harmoni Sosial: Jurnal Pendidikan IPS, 3(2), 105-111.
Syaodih, E. (1999). Pengasuhan Orang Tua dan Interaksi Teman Sebaya Dalam Pengembangan Program Bimbingan Perilaku. Jurnal Ilmu Pendidikan, 6.
How to Cite
Copyright (c) 2021 International Journal Papier Public Review
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.