MENGAPA SAUDARA MENJADI RIVAL? PERAN GAYA PENGASUHAN ORANG TUA TERHADAP SIBLING RIVALRY PADA REMAJA

Authors

  • Dinda Aprilia Maulidina Santoso Putri Fakultas Psikologi, Universitas Negeri Surabaya
  • Lely Nur Azizah Fakultas Psikologi, Universitas Negeri Surabaya
  • Khoirur Reza Fakultas Psikologi, Universitas Negeri Surabaya

DOI:

https://doi.org/10.51878/paedagogy.v6i3.14956

Keywords:

pola asuh otoriter, pola asuh otoritatif, pola asuh permisif, sibling rivalry, remaja

Abstract

Sibling rivalry—characterized by competition, jealousy, and conflict between brothers and sisters—is a common occurrence throughout adolescence and may carry consequences for an individual's social-emotional adjustment later in life. This research aimed to pinpoint which of three parenting styles (authoritarian, authoritative, or permissive) most strongly predicts sibling rivalry among adolescents with siblings. Using a quantitative, cross-sectional design, 170 adolescents aged 12–21 years were selected via purposive sampling to take part in the study. Online data collection relied on the Parenting Style Scale (Buri, 1991, as adapted by Prambayu, 2018) and the Sibling Rivalry Scale (Maisarah, 2021); the resulting data were then analyzed with bootstrapped regression (5,000 replications) in JASP version 0.19.1.0 owing to the non-normal distribution of most variables. The analysis showed that each of the three parenting dimensions significantly and positively predicted sibling rivalry, with authoritarian parenting emerging as the strongest predictor (B = 0.690; R² = 23.6%), permissive parenting ranking second (B = 0.426; R² = 6.1%), and authoritative parenting showing the weakest, though still significant, effect (B = 0.383; R² = 4.2%). These results lend support to all three hypotheses and confirm that high control devoid of warmth, as well as freedom without firm boundaries, function as key risk factors driving sibling rivalry during adolescence. The findings are expected to serve as a foundation for parenting psychoeducation initiatives aimed at curbing authoritarian and permissive tendencies so as to cultivate more harmonious sibling bonds.

ABSTRAK
Persaingan, kecemburuan, dan konflik antar saudara kandung yang dikenal dengan istilah sibling rivalry termasuk fenomena umum pada tahap perkembangan remaja, dan berimplikasi terhadap kemampuan penyesuaian sosial-emosional seseorang di masa mendatang. Tujuan penelitian ini yaitu mengungkap gaya pengasuhan mana, di antara otoriter, otoritatif, dan permisif, yang paling kuat pengaruhnya terhadap kejadian sibling rivalry pada remaja bersaudara kandung. Melalui desain cross-sectional dan pendekatan kuantitatif, sebanyak 170 remaja berusia 12–21 tahun dilibatkan sebagai partisipan menggunakan teknik purposive sampling. Skala Gaya Pengasuhan dan Skala Sibling Rivalry digunakan untuk menjaring data secara daring, yang kemudian diolah menggunakan analisis regresi berbasis bootstrapping sebanyak 5.000 replikasi melalui JASP versi 0.19.1.0, sebab sebagian besar data tidak terdistribusi normal. Dari hasil analisis diketahui bahwa ketiga dimensi pengasuhan memiliki pengaruh positif dan signifikan terhadap sibling rivalry, dengan urutan pengaruh dari yang terbesar hingga terkecil sebagai berikut: otoriter (B = 0,690; R² = 23,6%), permisif (B = 0,426; R² = 6,1%), dan otoritatif (B = 0,383; R² = 4,2%). Ketiga hipotesis penelitian dinyatakan terdukung, sekaligus mengonfirmasi bahwa kombinasi kontrol berlebih tanpa kehangatan, serta kebebasan tanpa batasan yang jelas, merupakan dua faktor risiko dominan penyebab sibling rivalry pada remaja. Studi ini diharapkan mampu menjadi rujukan bagi penyusunan program psikoedukasi parenting yang menyasar perbaikan pola pengasuhan otoriter dan permisif guna mewujudkan hubungan antar saudara yang lebih harmonis.

 

 

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Published

2026-09-09

How to Cite

Putri, D. A. M. S., Azizah, L. N., & Reza, K. (2026). MENGAPA SAUDARA MENJADI RIVAL? PERAN GAYA PENGASUHAN ORANG TUA TERHADAP SIBLING RIVALRY PADA REMAJA. PAEDAGOGY : Jurnal Ilmu Pendidikan Dan Psikologi, 6(3), 3573–3582. https://doi.org/10.51878/paedagogy.v6i3.14956

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