Measurement of the Parenting Style of the Character of Millennial Students at State Islamic Higher Educational Institutions

The research aimed to determine how to measure parenting style for students who experienced security conflicts or great natural disasters such as tsunamis. The research focused on the parenting style of millennial children, particularly in building their character. The study sample consisted of 210 students at a state Islamic university in Aceh. This study found 38 valid items from the 40 instrument items developed, while two instrument items were invalid because of the r xy value <0 30. Furt hermore, the reliability test is conducted by calculating the value of α Cronbach, which found a value of 0 871 for 38 valid items about the instrument. The ANOVA analysis measured the differences of each State Islamic Higher Educational Institutions in Aceh (STAIN, IAIN, and UIN). Obtained F value of 3.116 with sig = 0.046. Because the sig value <0.05, Ho is rejected. It can be concluded that there were differences in the average parenting style and student character in UIN, IAIN, and STAIN in Aceh .


A. Introduction
Aceh has been the victim of a prolonged security conflict since the DI/TII period led by Daud Beureueh in 1953. This conflict ended on August 15, 2005, with a memorandum of understanding between the Indonesian government and GAM officials in Helsinki, Finland, the MoU.
Helsinki. The signing of the peace memorandum also occurred after the great tsunami disaster in Aceh on December 26, 2004, which claimed the lives of around 17,000 people (BBC Indonesia, 2010). The impact of this conflict leaves a deep sorrow because of the human rights violations happening before their eyes, and they live in uncertain pressures and fears because their lives could be lost at any moment. Profoundly affects the psychology of individuals who have gone through a security conflict and then experienced a major natural disaster that claimed their property and relatives. They are all in the phase of becoming parents. Their psychological effects significantly affect how they educate or raise their children. How parents educate and care for their children in their daily lives affects the child's self-formation.
Rosyadi (2013) defines Parenting as a way for parents to guide their children to live independently. According to him, with a specific parenting style, they want their children to have good morals and stand on their own. Experts have the same perception about Parenting children.
Parenting aims for children to have a positive character in their lives.
Parenting style influences the consequences and characteristics of individuals detained future in life, and as parents, they stage a vigorous role in child growth (Mascolo, 2015;Campbell, 2021 do as they are told. They make children as if they are parents. In this case, it is easy for parents to blame the child if they make a mistake, so the child is not allowed to be creative. Thus, the actions of parents who apply this authoritarian parenting pattern tend to be less sympathetic to their children. (b) Democratic Parenting according to Hurlock, democratic Parenting is characterized by the recognition of children's abilities. Parents provide opportunities for children to develop their creativity. They support children's activities by discussing with the children. That way, parents' concern for their children is profound. (c) Permissive Parenting, this parenting style makes children more accessible. Parents give complete freedom to children to do what they want. They think that children can make their own decisions just like adults. Wibowo (2011) also reveals that character is a way of thinking and behaviour that characterizes a person to live and work together in a family, community, and state environment. Life cannot be separated from socializing; Humans have their way of thinking and behaving. This trait will ultimately become a person's identity. Each individual has a unique self-image (self-image), belief system (belief system), and habits (habit). If self-confidence is in harmony, good character, and good self-concept, life will continue to be good and happy. On the other hand, if the individual has poor self-confidence, bad character, and poor self-concept, then the next life can encounter various problems.
Likewise, Asmani (2011) defines character as a person or an object characteristic. These characteristics are rooted in the individual or object encouraging someone to act, behave, or respond. Individual characters begin to form when children are five years old. The initial character formation is influenced by Parenting obtained from the family environment. After that age, children can reason. With age, knowledge increases, and analyzing the surrounding environment increases. The wider the knowledge gained, the higher the confidence and mindset created to become a character habit. Samani (2013) states that character is a person's way of thinking and behaving to live and work together in the family, community, and state  Dziuban and colleagues (2005) mention that Millennials are seen as "stimulus junkies", gamers, confident, sheltered, and demanding an immediate response (Swanzen, 2018). The objective evidence that can be observed is that almost all individuals in that generation choose to use smartphones. By using this device, millennials can become more productive and efficient individuals.
The character of millennial students has naturally grown in their souls. Parenting patterns trained from an early age impact how mental and characters develop during adolescence. As the child season, they adapt to their family and are nurtured as devoted. As teenagers in higher education, millennial students understand the sensitivity to primary characters and the characters that must be instilled in higher education.
Millennial students must also have a mission to build a nation to identify positive characters in themselves. Being within the scope of a university can formally shape students' character by instilling a more nationalist personality and character. For this reason, it is necessary to introduce the character in universities. Character identification as a student (Manurung & Rahmadi, 2017) includes academic and non-academic characteristics.
In this case, the literary character is also associated with academic honesty. Academic honesty can be seen from various aspects. In carrying out their duties, students always cultivate honesty. Honesty in academics helps the government to realize national development. Non-academic characters are characters that are not included in their scientific nature.
Non-academic characters cannot be measured by value, right or wrong, good or bad. In this case, activities that can improve and develop talents and self-interest as students are included in non-academic activities.
Non-academic characters explore psychomotor and effectively more. In comparison, the literary character is a cognitive and effective enhancement. It takes a strong learning motivation, a positive attitude to move forward and good morals to carry out their students' duties to achieve brilliant achievements. These three elements are part of the nonacademic character.  Parenting, which has three sub-dimensions, namely: authoritative, democratic, and permissive, while the character dimension also has three sub-dimensions, namely: academic honesty, learning motivation, and behaviour. The total number of items on this instrument is 40 items.

C. Result and Discussion
Analysis of the data in the study has two stages of measurement: measuring the validity and reliability of the instrument items. At the same time, the second is the analysis of research data using ANOVA.

Result a. Instrument test
This instrument measures parenting style and the character of millennial students, where each measurement dimension has its indicator.
The parenting style consists of three types: authoritative, democratic and permissive, and the character consists of academic honesty, learning motivation, and behaviour. This research instrument uses a Likert scale questionnaire with five measuring scales: strongly disagree, disagree, agree, and strongly agree. The following is the result of the analysis of the validity of the instrument item questionnaire.

b. Data Cultivating techniques
Quantitative data was cultivated by using one-way analysis of variance (ANOVA) to measure millennial students' parenting style and character with the categorical variables of PTKIN: UIN, IAIN, and STAIN. From the data above, the average value of parenting patterns and character of millennial students studying at UIN is in the first position with an average of 120, 6250, then in the second position of STAIN with an average of 115, 5, and the third position IAIN with an average of 116, 7429. The shows that students' average Parenting and karate is the highest at UIN than STAIN and IAIN. The exciting thing is that the average STAIN student is more than IAIN students by 0.8. The next step in analyzing variance is to measure the similarity of variance (Test of Homogeneity of Variances) in the table below.  The section above displays the results of the overall mean difference test. In the table, it is found that the calculated F value is 3.116 with sig = 0.046. Because the value of sig < 0.05, Ho is rejected so that it can be concluded that there are differences in the average parenting pattern and character of millennial students at UIN, IAIN, and STAIN in Aceh. There is a significant difference between the three campuses, so it is continued to the post hoc test. The results of the Anova test showed a significant difference. The next test is to see which groups are different. The Tuckey HSD test was then carried out. The Tuckey HSD test performs multiple comparison tests in determining three or more means that are significantly different in the number of variance analyses produced at a 95% confidence level or less than 0.05. with the test results in table 6 as follows:

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The following test results precisely determine the differences between groups and determine which of the three groups has the highest parenting style and character of millennial students. See the difference between groups can be seen in sig (significant). To see the difference in parenting style and the character of millennial students between students from UIN, IAIN, and STAIN obtained a sig value > 0.05, therefore the sig value < 0.05, it can be concluded that there is no difference in the parenting style and character of millennial students between students from UIN, IAIN, and STAIN at PTKIN Aceh.

D. Conclusion
Based on the findings of this study, it was found that the character and upbringing of PTKIN millennial students in Aceh looked homogeneous. Researchers did not find differences in Parenting Patterns and Characters of Millennial Students at UIN, IAIN, and STAIN at PTKIN Aceh. Thus, it can be concluded that Parenting at PTKIN Aceh consists of three types: authoritarian, democratic and permissive, with the character of millennial students consisting of academic honesty, learning motivation, attitude, and non-academic honesty.