Nilai Keluarga, Pola Asuh Akademik, Efikasi Finansial, Lingkungan Sekolah dan Motivasi Belajar Siswa SMA Penerima PIP

Abstract

Motivasi belajar berperan penting dalam menentukan keterlibatan, ketekunan, dan keberlanjutan siswa dalam menjalani proses pendidikan. Program Indonesia Pintar (PIP) telah membantu mengurangi hambatan biaya bagi siswa dari keluarga miskin dan rentan miskin. Namun, dukungan finansial belum sepenuhnya menjelaskan kualitas motivasi belajar siswa. Nilai keluarga, pola asuh akademik, efikasi finansial, dan lingkungan sekolah diduga turut berperan dalam membentuk motivasi belajar. Keterkaitan keempat faktor tersebut secara simultan masih perlu dikaji, khususnya pada siswa penerima bantuan pendidikan yang menghadapi keterbatasan sosial ekonomi. Penelitian ini bertujuan mengidentifikasi karakteristik siswa dan orang tua serta nilai keluarga, pola asuh akademik, efikasi finansial, lingkungan sekolah, dan motivasi belajar; menganalisis hubungan antarvariabel penelitian; serta menganalisis pengaruh langsung dan tidak langsung antarvariabel. Penelitian menggunakan desain kuantitatif dengan pendekatan explanatory research dan cross-sectional study. Penelitian dilaksanakan pada siswa kelas X dan XI penerima PIP di SMA Negeri Kabupaten Garut yang berusia 15–18 tahun. Penarikan sampel dilakukan menggunakan non-probability sampling dengan teknik purposive sampling. Jumlah minimum sampel ditentukan menggunakan rumus Slovin dan menghasilkan kebutuhan minimum sebanyak 395 responden. Setelah proses pembersihan data, diperoleh 952 responden yang tersebar di 36 kecamatan. Data dikumpulkan sepenuhnya menggunakan kuesioner dalam Google Form yang diisi sendiri oleh responden. Data dianalisis menggunakan statistik deskriptif, korelasi Pearson, dan Structural Equation Modeling–Partial Least Squares (SEM-PLS). Karakteristik orang tua menunjukkan bahwa pendidikan ayah dan ibu paling banyak berada pada jenjang SMA. Pekerjaan ayah didominasi oleh pekerja lepas, sedangkan ibu paling banyak berada pada kategori tidak bekerja. Pendapatan orang tua cenderung berada pada kategori rendah. Karakteristik tersebut menunjukkan bahwa responden berasal dari keluarga dengan kerentanan sosial ekonomi dan sesuai dengan kelompok sasaran PIP. Nilai keluarga berada pada kategori tinggi, sedangkan pola asuh akademik, efikasi finansial, dan lingkungan sekolah berada pada kategori sedang. Motivasi intrinsik dan motivasi ekstrinsik berada pada kategori tinggi, sedangkan kecenderungan amotivasi siswa relatif rendah. Hasil korelasi menunjukkan bahwa nilai keluarga, pola asuh akademik, efikasi finansial, dan lingkungan sekolah berhubungan positif dan signifikan dengan motivasi belajar. Lingkungan sekolah memiliki hubungan paling kuat dengan motivasi belajar. Hasil SEM-PLS menunjukkan bahwa seluruh tujuh hipotesis penelitian diterima. Nilai keluarga, pola asuh akademik, lingkungan sekolah, dan efikasi finansial berpengaruh positif dan signifikan terhadap motivasi belajar. Pola asuh akademik memberikan pengaruh langsung terbesar terhadap motivasi belajar. Lingkungan sekolah memberikan pengaruh total terbesar setelah memperhitungkan pengaruh tidak langsung melalui efikasi finansial. Nilai keluarga memengaruhi motivasi belajar secara langsung dan tidak langsung melalui pola asuh akademik dan efikasi finansial. Temuan tersebut menunjukkan bahwa pengaruh nilai keluarga menjadi lebih kuat ketika diwujudkan melalui praktik pengasuhan akademik dan penguatan efikasi finansial siswa. Temuan penelitian menegaskan bahwa motivasi belajar siswa penerima PIP dibentuk melalui interaksi antara lingkungan keluarga, lingkungan sekolah, dan keyakinan siswa dalam menghadapi persoalan finansial. Hasil tersebut mendukung teori sistem ekologi yang menempatkan keluarga dan sekolah sebagai mikrosistem terdekat siswa serta Self-Determination Theory yang menekankan pemenuhan kebutuhan akan otonomi, kompetensi, dan keterhubungan. Pelaksanaan PIP perlu disertai penguatan pola asuh akademik, penciptaan lingkungan sekolah yang suportif, dan pendampingan finansial agar bantuan material dapat mendukung motivasi belajar siswa secara berkelanjutan.

Learning motivation plays an important role in determining students’ engagement, persistence, and continuity in education. The Smart Indonesia Program (Program Indonesia Pintar, PIP) has helped reduce financial barriers for students from poor and economically vulnerable families. However, financial assistance alone does not fully explain the quality of students’ learning motivation. Family values, academic parenting, financial self-efficacy, and the school environment are also expected to contribute to the development of learning motivation. The simultaneous relationships among these four factors require further examination, particularly among students receiving educational assistance who face socioeconomic limitations. This study aimed to identify student and parent characteristics as well as family values, academic parenting, financial self-efficacy, the school environment, and learning motivation; analyze the relationships among the research variables; and examine the direct and indirect effects among the variables. The study employed a quantitative design with an explanatory and cross-sectional approach. It involved tenth- and eleventh-grade PIP-recipient students aged 15–18 years from public senior high schools in Garut Regency. Participants were selected through non-probability sampling using a purposive sampling technique. The minimum sample size was calculated using the Slovin formula, resulting in a minimum requirement of 395 respondents. After data cleaning, 952 respondents from 36 subdistricts were included. Data were collected entirely through self-administered questionnaires administered via Google Forms. The data were analyzed using descriptive statistics, Pearson correlation, and Partial Least Squares Structural Equation Modeling (PLS-SEM). Parental characteristics showed that the most common educational attainment of both fathers and mothers was senior high school. Fathers predominantly worked as casual workers, whereas mothers were predominantly not employed. Parental income tended to fall within the low-income category. These characteristics indicate that the respondents came from socioeconomically vulnerable families that corresponded with the target population of PIP. Family values were in the high category, whereas academic parenting, financial self-efficacy, and the school environment were in the moderate category. Intrinsic and extrinsic motivation were in the high category, while students’ tendency toward amotivation was relatively low. The correlation analysis showed that family values, academic parenting, financial self-efficacy, and the school environment were positively and significantly related to learning motivation. The school environment had the strongest correlation with learning motivation. The PLS-SEM results supported all seven research hypotheses. Family values, academic parenting, the school environment, and financial self-efficacy had positive and significant effects on learning motivation. Academic parenting had the largest direct effect on learning motivation. The school environment had the largest total effect after accounting for its indirect effect through financial self-efficacy. Family values affected learning motivation both directly and indirectly through academic parenting and financial self-efficacy. These findings indicate that the influence of family values becomes stronger when translated into academic parenting practices and the strengthening of students’ financial self-efficacy. The findings confirm that the learning motivation of PIP-recipient students is shaped through interactions among the family environment, school environment, and students’ confidence in dealing with financial issues. The results support ecological systems theory, which positions the family and school as students’ immediate microsystems, and Self-Determination Theory, which emphasizes the fulfillment of the needs for autonomy, competence, and relatedness. PIP implementation should therefore be accompanied by stronger academic parenting, a supportive school environment, and financial guidance so that material assistance can sustainably support students’ learning motivation.