Motivasi Belajar Anak dalam Konteks Kehidupan Pedesaan: Studi Kualitatif di MI Tarbhiyatus Sibyan Desa Jelun
DOI:
https://doi.org/10.61476/wyt88d94Keywords:
Habitus, Family, Learning Motivation, Rural Student, Social EnvironmentAbstract
This study aims to understand the learning motivation of children at Madrasah Ibtidaiyah Tarbhiyatus Sibyan in Jelun Village, Banyuwangi Regency, by examining how family background and social environment shape their perspectives on education and the future. The study employs a qualitative method with a case study approach, utilizing participatory observation and direct conversations during teaching activities. The findings indicate that children's learning motivation is influenced by family habitus, emotional stability, and the social capital available in their daily lives. Children from families with strong educational support tend to have a clear future orientation, while children from non-harmonious or less stable families often show apathetic attitudes toward school and choose to work after graduating from the MI. In addition, the study found the existence of a pseudo-identity construction in some students as a form of psychological compensation due to the lack of parental involvement. This analysis is reinforced by Pierre Bourdieu's habitus theory and Bronfenbrenner's ecological theory, which show that learning motivation is not only born from individual willingness but also from the relationship between the family environment, school, and village social structures. This study concludes that differences in children's learning motivation at MI Tarbhiyatus Sibyan are closely related to each child's social conditions and life experiences. The results of this study are expected to serve as a reference for schools and communities to strengthen social and educational support for children in rural areas.
References
Aditomo, A. (2020). Motivation and learning in Indonesian primary schools: A sociocultural perspective. Journal of Educational Research and Practice, 10(2), 45–56.
Ariani, D., & Putri, N. (2021). Family support and children's learning motivation in rural Indonesia. Indonesian Journal of Educational Studies, 25(1), 33–47.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258). Greenwood Press. https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm
Bourdieu, P. (1990). The logic of practice. Stanford University Press.
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
Budiman, R., & Latif, M. (2020). School environment and student engagement in rural communities. Journal of Rural Education Review, 18(3), 112–124.
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95–120.
Creswell, J. W., & Poth, C. (2018). Qualitative inquiry and research design. Sage.
Desmita. (2019). Psikologi perkembangan peserta didik. Rosdakarya.
Fauzia, S. (2021). The role of parents in shaping children's learning outcomes in Indonesian villages. Journal of Social Behavior and Development, 14(2), 76–89.
Fitriani, A. (2023). Child well being and parental involvement in low income families. Asian Journal of Child and Family Studies, 7(1), 54–70.
Gunawan, I. (2020). The challenges of elementary education in remote areas. International Journal of Basic Education, 4(2), 89–101.
Hurlock, E. (1990). Child development. McGraw Hill.
Iswahyudi, S., & Hartono, D. (2022). Motivation and barriers to learning among rural elementary students. Journal of Indonesian Educational Research, 11(2), 144–160.
Khotimah, N., & Maulana, R. (2022). Parenting style and academic aspirations in rural communities. Pedagogia: Jurnal Pendidikan, 11(1), 22–31.
Lestari, W. (2020). Socio emotional condition of children in unstable families. Jurnal Psikologi Indonesia, 9(3), 165–176.
Moleong, L. J. (2021). Metodologi penelitian kualitatif. Remaja Rosdakarya.
Nurdin, E., & Safitri, A. (2023). Children’s academic resilience in disadvantaged areas. Journal of Education and Social Transformation, 6(2), 97–115.
Pratama, H., & Widodo, S. (2020). The influence of family background toward students' academic attitude in rural Java. Jurnal Sosiologi Pendidikan Indonesia, 5(2), 88–103.
Putri, M. D., & Suyanto, B. (2021). Social inequality and children’s access to education in Indonesian villages. Indonesian Journal of Sociology, 3(1), 55–70.
Rahmawati, K. (2023). Aspirasi pendidikan anak dari keluarga buruh migran. Jurnal Pendidikan dan Kebudayaan, 13(2), 101–115.
Ramdani, A. (2024). Rural students’ perceptions of school and work opportunities. Journal of Youth and Society Southeast Asia, 4(1), 21–39.
Sari, R., & Nugraha, F. (2022). Learning motivation and emotional support for children in elementary schools. Jurnal Psikologi Terapan Indonesia, 7(1), 12–25.
Setiawan, R., & Astuti, N. (2020). The role of teachers in improving learning interest in rural areas. Jurnal Ilmu Pendidikan Indonesia, 9(2), 110–123.
Suwanto, I. (2023). Parent child interaction and the formation of learning discipline. Journal of Early Childhood and Family Studies, 8(2), 67–83.
Suyanto, B. (2013). Sosiologi anak. Kencana.
Triana, D. (2024). Educational orientation among rural elementary school students. Journal of Rural Childhood Studies, 2(1), 41–58.
Utami, F., & Pranata, B. (2021). Family dysfunction and academic behavior in primary school students. Educational Psychology Review Indonesia, 5(1), 23–39.
Widyasari, S. (2020). Social support and school engagement in disadvantaged communities. Journal of Community and Education Studies, 18(4), 211–230.
Yulianti, T., & Harsono, A. (2022). Socio cultural factors influencing children’s learning in rural Indonesia. Jurnal Pendidikan Dasar Nusantara, 7(2), 98–116.
Published
Issue
Section
License
Copyright (c) 2025 Novrinda Gatri Kirana, Khalid Syaifullah, Ahmad Ridwan, M. Jacky (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
