This study aimed to analyze the contribution of learning independence and parenting patterns to Mathematics learning achievement. This study used quantitative approach with an ex post facto design. The data collection techniques used interviews, questionnaires, and documentation. To analyze the data, this study used an instrument test consisting of validity and reliability tests, analysis prerequisite tests using normality, linearity, and homogeneity tests, and data analysis using multiple linear regression analysis, F test, Determinant Coefficient (R2), Relative Contribution (SR), and Effective Contribution (SE). The population in this study were the upper-class students (IV, V, and VI) at Purwosari 01 Public Elementary School, totaling 50 students. To sampling, this study used saturated sampling, where the population is used as a sample. R2a value of 6342 and a value of 3.19 (6,342 > 3.19) and a sig value of 0.004 < 0.05. Meanwhile, the coefficient of determinant obtained a value of 0.213, the contribution given by the variable of independence and parenting parents to Mathematics learning achievement was 21.3% FcountFtable. The implications of this study were: First, parents must expand their knowledge about parenting to their children. Second, teachers and parents cooperate to form character in children and improve children’s learning achievement. This study revealed the contribution of learning independence and parenting patterns to Mathematics learning achievement using a quantitative approach and the study’s design using ex post facto.
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