Parental Moral and Instrumental Support for Girls with Dual Achievement in Academics and Football at SD Muhammadiyah Sapen Yogyakarta

Abstract

This article explores how parents provide moral and instrumental support to girls who achieve simultaneously in academic learning and competitive football at SD Muhammadiyah Sapen Yogyakarta, an Islamic primary school that encourages both scholastic excellence and sports achievement. The study is situated within a multicultural and multireligious educational context in Indonesia, where gender norms and religious values strongly shape expectations for girls’ participation in sport. Using a qualitative descriptive design, data were collected through in-depth interviews, observation, and school document analysis. The participants consisted of the parents of a high-achieving girl who excels in both academic learning and football, the class teacher, and the football coach. Data were analysed using an interactive model of data condensation, data display, and conclusion drawing. Credibility was strengthened through data triangulation across different sources and techniques. The findings show that parental support operates through two interrelated dimensions. First, moral support is expressed in continuous encouragement, empathy, religiously grounded meaning-making, and the affirmation that the child’s worth is not reduced to winning or losing. Second, instrumental support is manifested through the provision of facilities, transportation, time management, and coordination with teachers and coaches so that training schedules and academic obligations remain balanced. Parents also negotiate gender expectations and Islamic values, interpreting football as a space to practise discipline, cooperation, and responsibility that are consistent with religious teachings. The study concludes that parental moral and instrumental support is crucial for sustaining girls’ dual achievement in academics and football while at the same time promoting inclusive interpretations of gender and religion in school and family life. The article recommends strengthening school–family partnerships to design programmes that integrate academic targets, sports development, and character education in a holistic manner.