Antara Rumah dan Sekolah: Kajian Filsafat Pendidikan tentang Dampak Disfungsi Keluarga terhadap Motivasi Kehadiran Anak
Main Article Content
Abstract
Kehadiran anak di sekolah merupakan indikator penting yang mencerminkan motivasi belajar sekaligus kesejahteraan emosional mereka. Berbagai penelitian menunjukkan bahwa rendahnya kehadiran kerap dipengaruhi oleh kondisi internal keluarga, terutama ketika anak berada dalam lingkungan disfungsional yang ditandai konflik orang tua, kekerasan, atau tekanan ekonomi. Artikel ini mengkaji pengaruh disfungsi keluarga terhadap motivasi kehadiran anak, memahami relasi antara keluarga, sekolah, dan perkembangan motivasi melalui perspektif filsafat pendidikan, serta menelaah bagaimana sekolah dapat menafsirkan ulang perannya dalam mendampingi anak yang kehilangan motivasi akibat dinamika keluarga. Menggunakan pendekatan integratif yang memadukan psikologi perkembangan, temuan empiris, dan kajian filsafat pendidikan, penelitian ini menegaskan pentingnya sekolah sebagai ruang aman yang memulihkan, mendukung, dan memberdayakan anak. Kajian ini menyimpulkan bahwa motivasi kehadiran tidak semata-mata persoalan kedisiplinan, tetapi refleksi dari pengalaman hidup anak. Karena itu, diperlukan sinergi berkelanjutan antara keluarga dan sekolah untuk memastikan perkembangan belajar yang optimal, inklusif, dan berkeadilan.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Alismail, H. S., & Al-Hoorie, A. H. (2023). The effects of self-efficacy training on learning motivation: A systematic review and meta-analysis. Educational Psychology Review, 35(1), 1-28.
Burt, S. A., Hicks, B. M., Neiderhiser, J. M., & McAdams, H. (2024). Accumulation of family stress and internalizing symptoms in children: A genetically informed approach. Developmental Psychology, 60(2), 241-252.
Bronfenbrenner, U. (2019). The Ecology of Human Development. Harvard University Press. (Edisi reprint).
Daignault, I., & Hébert, M. (2020). Exposure to domestic violence and school refusal among children. Journal of Interpersonal Violence, 35(5), 1103–1120.
Dewey, J. (2015). Experience and Education. Free Press. (Karya asli 1938).
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. (2020). Handbook of Social and Emotional Learning. Guilford Press.
Freire, P. (2018). Pedagogy of the Oppressed. Bloomsbury. (Karya asli 1970).
Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2018). The promise of restorative practices to transform teacher-student relationships. School Psychology Review, 47(1), 62–75.
Harold, G. T., Acquah, D., Sellers, R., & Thapar, A. (2019). What works to enhance inter-parental relationships and improve outcomes for children. Child Development, 90(1), 82–98.
Havermans, T., et al. (2018). Family functioning and child well-being. Journal of Child and Family Studies, 27(6), 1866–1878.
Ingul, J. M., Havik, T., & Heyne, D. (2019). Emerging school refusal: A systematic review. Educational Psychology Review, 31(3), 575–603.
Jeynes, W. (2022). Parental involvement and student success: A meta-analysis. Urban Education, 57(4), 521–546.
Kearney, C. A., & Graczyk, P. (2020). School absenteeism and school refusal behavior in youth. Clinical Child and Family Psychology Review, 23, 1–21.
Kim, E. M., & Sheridan, S. (2016). Family-school partnerships and children's school engagement. Psychology in the Schools, 53(7), 759–773.
Lippard, C. N., & Riley, K. L. (2021). Family stress and child behavior: Implications for schooling. Child Development Perspectives, 15(1), 44–50.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (2019). Funds of knowledge: Theorizing practices in households and classrooms. Routledge. (Karya asli 1992).
Noddings, N. (2021). Caring: A Relational Approach to Ethics and Moral Education. University of California Press. (Edisi revisi).
OECD. (2018). Education at a Glance 2018: OECD Indicators. OECD Publishing.
Rogers, C. (2016). Freedom to Learn. Merrill. (Karya asli 1983).
Sheridan, S. M., & Kim, E. M. (2019). Foundational aspects of family-school partnerships. Journal of Educational and Psychological Consultation, 29(2), 138–167.
Thomson, E., & McLanahan, S. (2022). Family instability and child well-being. Annual Review of Sociology, 48, 79–102.
Votruba-Drzal, E., Coley, R. L., & Collins, M. (2019). Poverty, family processes, and school outcomes. Developmental Psychology, 55(12), 2631–2646.
Walsh, F. (2020). Strengthening Family Resilience. Guilford Press.