Empowering Motivation: The Role of Parental Involvement in Primary Education at SD Negeri 4 Wonoboyo
DOI:
https://doi.org/10.64538/pathalogy.v1i2.139Keywords:
academic motivation; , emotional support; , home-school collaboration; , parental involvement; , primary education; , rural schools; , student engagement.Abstract
This study explores the role of parental involvement in fostering academic motivation among elementary school students at SD Negeri 4 Wonoboyo. Grounded in Bronfenbrenner’s Ecological Systems Theory and employing a qualitative descriptive approach, data were collected through interviews, observations, and document analysis involving parents, teachers, and students. Thematic analysis revealed that parents serve as motivators, facilitators, supervisors, and emotional supporters each contributing uniquely to the development of students’ intrinsic and extrinsic motivation. Strategies such as verbal encouragement, structured study routines, and emotional affirmation significantly influenced students’ learning enthusiasm and engagement. However, the study also identified critical barriers, including time constraints, limited parental knowledge, and weak school-home communication. These challenges hindered optimal parental participation, particularly among working-class families. The findings emphasize the importance of integrated school-parent collaboration models, such as Epstein’s Six Types of Involvement and the Teachers Involving Parents (TIP) framework, to enhance engagement. Additionally, community-based interventions and flexible policy support were found essential in mitigating structural challenges. This research concludes that empowering parents through responsive and inclusive school practices can significantly enhance students’ academic motivation and long-term development. The study offers valuable insights for educators and policymakers aiming to strengthen parental engagement in primary education, particularly in rural Indonesian contexts
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