Pengaruh Motivasi terhadap Interaksi Persepsi dan Partisipasi Siswa Sekolah Dasar yang Berstatus Broken Home di SDN Gugus 4 Kecamatan Ampenan
DOI:
https://doi.org/10.29303/goescienceed.v7i2.1933Keywords:
Learning Perception, Learning Participation, Learning Motivation, Broken Home.Abstract
This study aims to analyze the influence of learning perception on the learning participation of elementary school students from Broken Home backgrounds, while also examining the role of learning motivation as both a mediating and moderating variable. A quantitative approach with explanatory research design was employed. The research subjects consisted of 167 students at SDN Gugus 4 Ampenan District, selected through a purposive sampling technique. Data were collected using questionnaires that had been tested for validity and reliability, and subsequently analyzed using regression, mediation analysis, moderation analysis, and ANCOVA. The results indicated that learning perception had no significant direct effect on learning participation (Sig. = 0.704 > 0.05). However, learning perception had a significant effect on learning motivation, and learning motivation had a significant effect on learning participation (Sig. < 0.001). Learning motivation was proven to function as a full mediator but did not serve as a moderating variable (Sig. = 0.358 > 0.05). The ANCOVA test results showed that gender and age variables had a significant influence on learning participation (Sig. < 0.05), whereas the type of Broken Home background did not show a significant effect (Sig. = 0.639 > 0.05).
References
Bandura, A. (2018). Social cognitive theory in cultural context. Applied Psychology.
Casanova, L. M., Sospedra, I., Oliver-Roig, A., Richart-Martinez, M., & Gutierrez-Hervas, A. (2024). The combined effect of family environment and parents’ characteristics on the use of food to soothe children. Food Science and Nutrition, 12(4), 2588–2596. https://doi.org/10.1002/fsn3.3941
DiBenedetto, M. K. (Ed.). (2020). Connecting self-regulated learning and instruction with educational psychology: Innovations in teacher education. Springer Nature. https://doi.org/10.1007/978-3-030-41060-5
Gabriona, james. (2017). Children and Families in the Social Environment: Modern Applications of Social Work. Routladge
Haq, E. U., & Khan, S. (2024). The Influence of Broken Homes on Students’ Academic Performance in Schools. Journal of Political Stability Archive 2(4). https://journalpsa.com/index.php/JPSA/about
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science,16(6), 1300-1323. https://doi.org/10.1177/1745691620966789
Jannah, M., Harisatuti, Retno Tri, & Nursalim, Mochamad. (2023). Negatif Impact of a Dysfunctional Family on Adolescents: Aliterature Study. Harmoni Sosial: Jurnal Pendidikan IPS, 10(1). https://doi.org/10.21831/hsjpi.v10i1.57861
Lam, S. F., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., ... & Zollneritsch, J. (2021). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 45(2), 127-146.
Liu, Y., & Chiang, F. K. (2019). Student–teacher interaction and student engagement: Evidence from school culture and classroom climate. Journal of Chinese Sociology, 6(1).
Najmudin, Dudun. (2021). Upaya Peningkatan Prestasi Belajar Peserta Didik Broken Home pada Mata pelajaran Pendidika Agama Islam. Tarbiyarul wa Ta’lim: Jurnal Pendidikan Agama Islam, 3(1), 42-52
Neal, J. W., & Neal, Z. P. (2020). Ecological systems theory 2.0: Modeling ecosystem structure and connectivity in human development. Developmental Review,58, 100933. https://doi.org/10.1016/j.dr.2020.100933
Oktapian, A., Maileni, D., & Juliana, J. (2022). The Significance of Students’ Perception and Participation on Reading Comprehension at IAIN Padangsidimpuan. Tazkir: Jurnal Penelitian Ilmu-Ilmu Sosial Dan Keislaman, 8(1),147–162. https://doi.org/10.24952/tazkir.v8i1.5744
Purmadhani, A., Muniroh, S., & Khoiri, N. El. (2024). The Correlation Between Student Participation and Student Motivation Toward Student English Achievement at Senior High School. Journal of Language Literature and Arts, 4(6), 604–614. https://doi.org/10.17977/um064v4i62024p604-614
Purwati, P., & Akliyah, L. S. (2016). Gambaran resiliensi anak dari keluarga yang bercerai (broken home). Jurnal Psikologi, 14(1), 1–12.
Putwain, D. W., Nicholson, L. J., Pekrun, R., Becker, S., & Symes, W. (2020). Motivation of students when responding to pressure: The role of gender and age. Contemporary Educational Psychology, 61, 101856. https://doi.org/10.1016/j.cedpsych.2020.101856
Ristiani, N., Eryanto, H., & Chotimah, S. (2021). Pengaruh persepsi siswa tentang metode mengajar guru terhadap aktivitas belajar. Jurnal Pendidikan Bisnis dan Ekonomi, 7(1), 22–35.
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Sari, L. S. P., Oktavianti, I., & Kironoratri, L. (2023). Dampak Keluarga Broken Home Terhadap Motivasi Belajar Anak. Jurnal Educatio FKIP UNMA, 9(2), 1153–1159. https://doi.org/10.31949/educatio.v9i2.5010
Sugiyono. (2019). Metode Penelitian Kuantitatif,Kualitatif,dan R&D. Bandung Alfabeta.
Syakhrani, A., & Aslan. (2024). The Impact of Informal Family Education on Children’s Social and Emotional Skills. Indonesian Journal of Education (INJOE), 4(2).
Uyun, M., Bahriah, Y., & Fitriani, F. (2022). Interest and learning motivation with studentpartic ipation. Psikoislamedia: Jurnal Psikologi, 7(2). https://doi.org/10.22373/psikoislamedia.v7i2.13794
Wandansari, A. (2017). Dinamika motivasi belajar pada siswa yang berasal dari keluarga broken home. Jurnal Ilmiah Psikologi Terapan, 5(1), 1-25. https://doi.org/10.22219/jipt.v5i1.3867
Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of optimism, resilience, and growth mindset in predicting teacher engagement: A structural equation modeling approach. Frontiers in Psychology, 13, 843945. https://doi.org/10.3389/fpsyg.2022.843945
