Studi Kasus Siswa Broken Home dengan Motivasi Belajar Rendah

Abstract

This study examines the decline in learning motivation among students from disrupted family backgrounds and efforts to address this issue, focusing on one student at a senior high school. The study aims to: (1) describe the decline in learning motivation experienced by students from disrupted family backgrounds; (2) identify the factors contributing to this decline; and (3) describe the efforts undertaken to address it. This study employed a qualitative approach using a case study design. The data sources included the focal participant, MFR, MFR's classmates, the school counselor, and the homeroom teacher. Data were collected from these sources and analyzed using the Miles and Huberman model, which involves data condensation, data display, and conclusion drawing. The findings indicate that: (1) the decline in MFR's learning motivation was characterized by academic avoidance, reduced engagement in learning activities, limited parental involvement, and academic apathy; (2) the factors contributing to this decline included overgeneralization, irrational beliefs about oneself, fatalistic thinking, difficulties with emotional regulation, and peer influence; and (3) cognitive restructuring was implemented to address the decline in learning motivation. The application of this technique had a positive impact, as evidenced by the participant's increased willingness to learn, improved self-confidence, and more adaptive attitudes toward academic tasks.