Exploring the Relationship Between Family Engagement, Learning Culture, and Social Support on Learning Motivation in the Household Environment in Indonesia
DOI:
https://doi.org/10.58812/jpdws.v4i02.3477Kata Kunci:
Keterlibatan Keluarga, Budaya Belajar, Dukungan Sosial, Motivasi Belajar, Lingkungan Rumah TanggaAbstrak
Learning motivation is recognized as a critical factor influencing educational engagement, persistence, and learning outcomes. In the Indonesian context, household environments play an increasingly important role in shaping individuals’ motivation to learn through family interactions, educational values, and social relationships. This study aims to examine the relationship between family involvement, learning culture, and social support on learning motivation within the household environment in Indonesia. The study employed a quantitative research approach using a cross-sectional survey design. Data were collected from 350 respondents through structured questionnaires measured using a five-point Likert scale. The sampling process applied purposive sampling to select respondents who actively experienced household-based learning environments. Data analysis was conducted using Statistical Package for the Social Sciences (SPSS) version 25, including descriptive statistics, validity and reliability testing, classical assumption testing, multiple linear regression, t-tests, F-tests, and coefficient of determination analysis. The findings indicate that all measurement instruments met validity and reliability requirements. The regression results reveal that family involvement, learning culture, and social support each have positive and significant relationships with learning motivation. Simultaneously, the three variables significantly influence learning motivation with an explanatory power of 52.7%. Among the predictors, learning culture emerged as the strongest determinant of learning motivation. These findings suggest that creating supportive household educational environments through active family participation, positive learning routines, and strong social support may strengthen learning motivation and contribute to educational development in Indonesia.
Referensi
-, L. G. P. (2024). Receiving Teachers’ Attitudes and Educational Practices Toward the Inclusion of Learners with Special Needs Education in the Division of Bacoor City: Basis for an Upskilling Program. International Journal For Multidisciplinary Research, 6(3), 1–14. https://doi.org/10.36948/ijfmr.2024.v06i03.22520
-, P. P. (2024). Inclusive Teaching Competency for Successful Implementation of Inclusive Education. International Journal For Multidisciplinary Research, 6(2), 1–5. https://doi.org/10.36948/ijfmr.2024.v06i02.18455
Adams, D. A., Hamre, B. K., & Farmer, L. (2021). Instructional Interactions and Literacy: Supporting Classroom Instruction Through Teacher Social-Emotional Skill Development. In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education (pp. 261–282). IGI Global.
Al Harbi, J. A., Alarifi, S., & Mosbah, A. (2019). Transformation leadership and creativity: Effects of employees pyschological empowerment and intrinsic motivation. Personnel Review, 48(5), 1082–1099. https://doi.org/10.1108/PR-11-2017-0354
Arechavala-Vargas, R., Diaz-Perez, C., & ... (2007). Organizational learning strategies and managerial culture in software firm networks in Mexico. PICMET’07-2007 ….
Chellapan, L., & van der Meer, J. (2016). Challenges in implementing the flipped classroom model in higher education. In Handbook of research on active learning and the flipped classroom model in the digital age (pp. 352–365). IGI Global.
Dinda Amalia Shaleha, Dany Karmila, Velia Maya Samodra, & Dasti Anditiarina. (2023). HUBUNGAN DUKUNGAN KELUARGA TERHADAP KUALITAS HIDUP LANSIA DI KELURAHAN TURIDA, KECAMATAN SANDUBAYA, KOTA MATARAM. Nusantara Hasana Journal, 2(12 SE-Articles), 27–39. https://doi.org/10.59003/nhj.v2i12.846
Fitriani, K. (2014). Pengaruh motivasi, prestasi belajar, status sosial ekonomi orang tua dan lingkungan sekolah terhadap minat melanjutkan pendidikan ke perguruan tinggi pada siswa kelas xii akuntansi SMK Negeri 1 Kendal. Economic Education Analysis Journal, 3(1).
Gutman, S., Rytova, E., & Bogdanova, T. (2019). Simulation model for business value strategic management in digital transformation era. … on Innovations in Digital Economy. https://doi.org/10.1145/3372177.3373091
Joy E. Dumagyo, C., & P. Ponsades, O. (2024). Supportive Learning Environment and Assertive Classroom Management Strategies as a Contributing Factor of the Academic Resiliency of T.L.E. Students. International Journal of Innovative Science and Research Technology (IJISRT), 9(6), 1067–1076. https://doi.org/10.38124/ijisrt/ijisrt24jun1028
Kartika, W. I., Suhartono, S., & Rokhmaniyah, R. (2021). Hubungan antara Lingkungan Keluarga dan Hasil Belajar IPS Siswa di Sekolah Dasar. Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1318–1325.
Kirana, A. P. (2022). HUBUNGAN DUKUNGAN SOSIAL DENGAN TINGKAT STRES AKADEMIK MAHASISWA KEPERAWATAN SELAMA PEMBELAJARAN ONLINE DI MASA PANDEMI COVID-19. Universitas dr. SOEBANDI.
Lalogiroth, B. F., & Pangalila, T. (2024). Peran Status Sosial Ekonomi dan Dukungan Orang Tua terhadap Performa Akademik Peserta Didik di SMA Negeri 3 Tondano. Tumoutou Social Science Journal, 1(2), 100–105.
Martinot, D., Sicard, A., Gul, B., Yakimova, S., Taillandier-Schmitt, A., & Maintenant, C. (2022). Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students. Frontiers in Psychology, 13, 958286.
Mauliddya, S. A., & Rustam, A. (2019). Peran Dukungan Sosial Orang Tua terhadap Prestasi Akademis melalui Mediasi Motivasi Belajar Intrinsik. Gadjah Mada Journal of Psychology (GamaJoP), 5(2), 166–177.
Monita, B., & Fadhillah, H. (2021). Hubungan Pengetahuan Dan Dukungan Keluarga Terhadap Kepatuhan Minum Obat Pada Pasien Tb. Indonesian Journal of Nursing Sciences and Practices, 4(2), 69–78.
Nugrahanti, I., Nurfadhillah, S., & Nuraeni, Y. (2022). Analisis Peranan Guru dalam Meningkatkan Motivasi Belajar Siswa Kelas II di Sekolah Dasar Negeri Sukabumi Selatan 01 Kebon Jeruk. Jurnal Pendidikan Dan Konseling (JPDK), 4(5).
Nugraheni, B. I., Surjono, H. D., & Aji, G. P. (2022). How can flipped classroom develop critical thinking skills? A literature review. International Journal of Information and Education Technology, 12(1), 82–90.
Pambudi, Y. T., Widorotama, A., Fahri, A. S., & Farkhan, M. M. (2022). Korelasi Efikasi Diri dan Motivasi Belajar dengan Hasil Belajar Mahasiswa Pendidikan Jasmani. Jurnal Porkes, 5(1), 158–167.
Periera, A., Mashabi, N. A., & Muhariati, M. (2017). Pengaruh dukungan orangtua terhadap minat anak dalam berwirausaha (pada siswa SMK Strada Koja, Jakarta Utara). JKKP (Jurnal Kesejahteraan Keluarga Dan Pendidikan), 4(02), 70–76.
Pratiwi, R. D. (2018). HUBUNGAN DUKUNGAN ORANG TUA DENGAN PRESTASI BELAJAR SISWA SLTP NEGERI 6 YOGYAKARTA. Edu Dharma Journal: Jurnal Penelitian Dan Pengabdian Masyarakat, 2(1), 30–45.
Purwanto, R. (2011). Peningkatan motivasi dan hasil belajar siswa pada Kompetensi sistem koordinasi melalui metode Pembelajaran teaching game team terhadap siswa kelas XI IPA SMA Smart Ekselensia Indonesia Tahun Ajaran 2010-2011. Jurnal Pendidikan Dompet Dhuafa, 1(1), 1–14.
Rizki, A. (2019). Pengaruh efikasi diri dan motivasi berprestasi terhadap prestasi belajar ekonomi siswa kelas X Sma Negeri 11 Medan. Journal Economy And Currency Study (JECS), 1(2), 9–15.
Rizkiana, A. (2014). Pengaruh status sosial ekonomi orang tua, motivasi belajar, disiplin belajar terhadap prestasi belajar pada siswa SMK Barunawati Surabaya. Jurnal Ekonomi Pendidikan Dan Kewirausahaan, 2(2), 186–200.
Siagian, M. (2017). KARAKTER BUDAYA AKADEMIK DAN HUBUNGANNYA DENGAN PRESTASI BELAJAR KEWIRAUSAHAAN MAHASISWA JURUSAN PENDIDIKAN EKONOMI UNIVERSITAS NEGERI MEDAN SEMESTER GANJIL TAHUN AJARAN 2016/2017. UNIMED.
Song, J., Bong, M., Lee, K., & Kim, S. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107(3), 821.
Srimulyani, V. A. (2020). PENGARUH EUSTRESS PERAN, KECERDASAN EMOSIONAL DAN DUKUNGAN SOSIAL KELUARGA TERHADAP KESEJAHTERAAN PSIKOLOGIS MOMPRENEUR. Seminar Nasional Manajemen, Ekonomi Dan Akuntansi, 5(1), 478–488.
Syukri, M. (n.d.). HUBUNGAN KEMAMPUAN METAKOGNIF, SELF-REGULATED LEARNING, MOTIVASI INSTRINSIK DENGAN HASIL BELAJAR MAHASISWA PROGRAM STUDI MAGISTER ADMININSTRASI PENDIDIKAN FKIP UNIVERSITAS TANJUNGPURA. Jurnal Visi Ilmu Pendidikan, 15(1), 74–85.
Tyas, D. M. (2016). Hubungan Antara Efikasi Diri Dan Dukungan Orang Tua Dengan Motivasi Belajar Pada Siswa SMA. Universitas Muhammadiyah Surakarta.
Wahyu, Fatimah, & Sarbaini. (2023). The Influence of Motivation, Responsibility, Courage and Lecturer Teaching Performance on Student Satisfaction in Higher Education. Emerging Science Journal, 7, 40–48. https://doi.org/10.28991/ESJ-2023-SIED2-04
Wang, L. (2023). The Impact of Student-Centered Learning on Academic Motivation and Achievement: A Comparative Research between Traditional Instruction and Student-Centered Approach. Journal of Education, Humanities and Social Sciences, 22, 346–353.
Zajda, J. (2023). Globalisation and Education Reforms: Promoting Engaging Learning Environments. In Globalisation and Inclusive Schooling: Engaging Motivational Environments (pp. 17–34). Springer.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2026 Bamgbade F.A., Babatunde F.O.
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Facebook 
Instagram 
Twitter 
Youtube 
westscience.journals@gmail.com