Dinamika Sosial Ekonomi Keluarga dan Motivasi Belajar Murid Kelas VI: Perspektif Bronfenbrenner

Intan Nurul  Rokhimi; Maria Melani Ika Susanti; Kiky  Nurhidayati; Laurenza Qirana  Berthy; Melly  Febriani; Mutmainah  Mutmainah; Nida Safinatun Najah  Najah

doi:10.58230/r1x4gx04

Authors

Intan Nurul Rokhimi Program Studi Pendidikan Profesi Guru, FKIP, Universitas Widya Dharma, Klaten, Indonesia
Maria Melani Ika Susanti Program Studi Pendidikan Profesi Guru, FKIP, Universitas Widya Dharma, Klaten, Indonesia https://orcid.org/0000-0002-6986-0899
Kiky Nurhidayati Program Studi Pendidikan Profesi Guru, FKIP, Universitas Widya Dharma, Klaten, Indonesia
Laurenza Qirana Berthy Program Studi Pendidikan Profesi Guru, FKIP, Universitas Widya Dharma, Klaten, Indonesia
Melly Febriani Program Studi Pendidikan Profesi Guru, FKIP, Universitas Widya Dharma, Klaten, Indonesia
Mutmainah Program Studi Pendidikan Profesi Guru, FKIP, Universitas Widya Dharma, Klaten, Indonesia
Nida Safinatun Najah Najah Program Studi Pendidikan Profesi Guru, FKIP, Universitas Widya Dharma, Klaten, Indonesia

DOI:

https://doi.org/10.58230/r1x4gx04

Keywords:

Bronfenbrenner’s ecological systems theory; socioeconomic status; learning motivation

Abstract

This study aims to understand how family socioeconomic conditions interact with multiple environmental layers in shaping the learning experiences and motivation of sixth-grade students at SD Negeri Pakahan, Klaten Regency, using Bronfenbrenner’s Ecological Systems Theory as the analytical framework.

This study employed a qualitative approach with an embedded single-case study design. Data were collected through structured observations of 18 students, in-depth interviews with students, parents or guardians, and the classroom teacher, as well as documentation. Observation scores were used descriptively to map variations within the case and to guide informant selection rather than to test statistical relationships. Data credibility was established through source triangulation, technique triangulation, and member checking, while analysis followed an interactive model.

The findings showed a gradual decline in learning motivation from more affluent to less advantaged family groups, particularly in learning initiative, willingness to ask questions, and classroom attention. Among less advantaged students, limited peer support, classroom comfort, parental learning assistance, and home–school communication were more evident, although teacher interaction remained relatively stable. Despite these constraints, students maintained high educational aspirations and became more engaged when interactive media, educational games, and positive reinforcement were used.

Family economic conditions do not operate independently but influence learning motivation through the quality of proximal processes at home and school and through the connections between these environments. The study contributes to understanding cross-layer ecological pathways in the Indonesian elementary school context and proposes the potential buffering role of supportive classroom environments, which warrants further investigation.

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