research is icidental sampling technique. Data taken
by using measuring instrument of Marriage Role
Expectation Scale adapted from marriage role
expectation by Marie S Dunn (1960) that is
Marriage Role Expectation Inventory. This scale is
taken from the journal of Marriage and Family
Living entitled with Marriage Role Expectation of
Adolescents by Marrie S. Dunn (1960) which
consists of two scales, the scale for adolescents boys
and girls. The reliability of the measuring instrument
is measured using Cronbach Alpha technique that is
assisted with the data analyst program
3 RESULT
Table 1. The Grouping of Marriage Role
Expectation Subject
Score
Range
Category Frequency Percentage
X < -8.4 Traditional 5 0.98%
-8.4≤ X ≤
5.4
Not
Classified
96 18.82
%
X > 5.4 Egalitarian 409 80.20
%
Total 510 100%
Based on the results, from the total of 510 studied
subjects, there are 5 people (0.98%) were classified
as traditional, 96 people (18.82%) were not
classified, while 409 people (80.20%) were
classified as egalitarian
4 DISCUSSION
This study provides results on the description of
marriage role expectation of muslim adolescents
from Z-generation. The results of data analysis that
has been exposed shows that marriage role
expectation of Muslim adolescents from Z-
generation is classified as egalitarian.
One of the developmental tasks in adolescence
according to Havighurst in Hurlock (2003) is to
prepare marriage and family. Most adolescents wish
that they will marry in the future, hopes and
expectations that they will marry (Hogg & Vaughan,
2011). Role expectation is a belief related to the
quality, behavior, and characteristics attributed to a
role that can be given to an individual by others or
by himself. Role expectation also occurs in married
life. Dunn
(1960) describes the marriage role
expectation as role anticipation in married life
depicted in the traditional roles and the egalitarian
roles.
Marriage role expectation is influenced by
several factors, one of it is the environment and
childhood experiences (Dunn, 1960). Values taught
in childhood may have an effect on children, one of
which is the value of religion. Islam taught us about
the role of husband and wife. Islam teaches that
husbands are the leader in the family, they are
responsible to fulfill the needs of his wife and
children. While the wife is responsible to manage
the household needs (Azizah, 2016).
The compilation of Islamic law stated that
,husband has obligations as a supervisor to his wife
and household, in other words, husband makes more
decisions in domestic affairs, provides financial for
his children and wife such as household expenses,
medical expenses and education for the children.
Wife has obligations, such as to obey the husband,
obliged to settle at husband’s house and obliged to
nurture and educate children well
(Nasution,
2015)
.
The role of husband and wife in Islam
corresponds to the traditional type, where Steil and
Weltman (1991) stated that traditionally, the wife is
considered the task on doing things related to her
personal relationships, so that she is really
dependent towards her husband. Meanwhile, the
husband is in charge of financial support, so the
husband must do things related to achievement and
power. In this case, the husband can be freed from
the responsibilities of the household.
However with the social changes that are
caused by the advance of science technology
towards the direction of modernization, impacted on
the mindset of women about the desired life in line
with the circumstances encountered in the
environment. The more advance the education and
technology are , as more opportunities for today's
housewives to get a job, the scope of tasks and
obligations of wife as housewife increasingly wider
(Azizah, 2016). For the Z-generation ,information
and technology are things that have become part of
their lives, because they are born where access to
information, especially the Internet has become a
global culture, so that it affects their values, views
and life goals (Putra,2017).
The proximity between Z-generation and
internet access also opens access of intolerant views
that ignore the importance of diversity values. The
findings of the Jakarta PPIM (Center for Islamic
Studies and Society) survey showed that more than
half of high school students and university students
get religious knowledge through the internet such as