EKSPLORASI PERSEPSI SISWA KELAS XI SMAN 1 MAJA TENTANG KETERLIBATAN ORANG TUA DALAM MENUMBUHKAN MOTIVASI DAN PRESTASI AKADEMIK

Abstract

Parental involvement in education is one of the important factors that contributes to students’ learning motivation and academic achievement. However, students’ experiences in interpreting parental involvement remain diverse and are influenced by the forms of support, communication, and guidance they receive. This study aims to explore students’ learning motivation, students’ academic achievement, and the perceptions of eleventh-grade students at SMAN 1 Maja regarding parental involvement in fostering learning motivation and academic achievement. This study employed a qualitative approach using a case study method. The research participants were selected through purposive sampling, involving students with high, moderate, and low academic achievement, as well as parents and homeroom teachers as supporting informants. Data were collected through semi-structured interviews, non-participant observation, and documentation, and were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing and verification. Data credibility was ensured through source and technique triangulation. The findings indicate that students’ learning motivation develops through the interaction of intrinsic and extrinsic factors, with emotional support, open communication, and parental guidance serving as key factors that strengthen learning motivation. Students’ academic achievement is influenced by a combination of internal and external factors, with parental involvement acting as one of the external factors contributing to academic success. Students perceived parental involvement through emotional support, the provision of learning facilities, communication, learning assistance, academic supervision, and participation in educational decision-making. The study also found that the quality of the parent–child relationship plays a more significant role in fostering learning motivation and academic achievement than the quantity of parental involvement. Therefore, supportive, communicative, and needs-responsive parental involvement is an important factor in promoting students’ academic success.