Hubungan Dukungan Sosial Keluarga Terhadap Tingkat Motivasi Belajar Siswa Akhir Menjelang Kelulusan

Abstract

In the period leading up to graduation, twelfth-grade students often experience a decline in learning motivation due to academic pressure, performance demands, and uncertainty about the future. In such circumstances, the role of family social support in sustaining students’ learning motivation becomes crucial. This study aims to analyze the relationship between family social support and learning motivation among twelfth-grade students at SMA Negeri 1 Kalibawang prior to graduation. The research employed a quantitative approach with a correlational design. The sample consisted of 69 students, selected through proportional stratified random sampling from a total population of 138 students. The instruments used were questionnaires measuring family social support and learning motivation. Data analysis was conducted using simple linear regression, with results indicating that the majority of students fell into the “good” category in terms of family social support (76.82%) and learning motivation (84.06%). Pearson correlation analysis yielded a coefficient of r = 0.622 with a significance level of p = 0.000 (p < 0.05), demonstrating a strong and significant positive relationship. Regression analysis further revealed that family social support contributed 38.7% to students’ learning motivation. These findings underscore the importance of family support as an external factor influencing learning motivation, particularly during the critical phase leading up to graduation. The study recommends collaboration among schools, families, and students in developing strategies to enhance learning motivation in preparation for academic and career pursuits.