PENGARUH BIMBINGAN ORANG TUA DAN MOTIVASI BELAJAR TERHADAP PRESTASI AKADEMIK SISWA KELAS V SD NEGERI DI KECAMATAN WATES KABUPATEN KEDIRI TAHUN PELAJARAN 2024/2025

THE INFLUENCE OF PARENTAL GUIDANCE AND LEARNING MOTIVATION ON THE ACADEMIC ACHIEVEMENT OF 5TH GRADE STUDENTS AT PUBLIC ELEMENTARY SCHOOLS IN WATES SUBDISTRICT, KEDIRI REGENCY, ACADEMIC YEAR 2024/2025

Penelitian ini bertujuan untuk menganalisis pengaruh bimbingan orang tua dan motivasi belajar terhadap prestasi akademik siswa kelas V Sekolah Dasar Negeri di Kecamatan Wates, Kabupaten Kediri, Tahun Pelajaran 2024/2025. Penelitian menggunakan pendekatan kuantitatif dengan desain kausal korelasional. Populasi penelitian berjumlah 175 siswa dari lima sekolah dasar, dengan sampel sebanyak 100 siswa yang dipilih secara proporsional. Data dikumpulkan melalui kuesioner untuk variabel bimbingan orang tua dan motivasi belajar, serta dokumentasi nilai rapor untuk variabel prestasi akademik. Teknik analisis data menggunakan regresi linier berganda. Hasil penelitian menunjukkan bahwa bimbingan orang tua tidak berpengaruh signifikan terhadap prestasi akademik siswa dengan nilai signifikansi 0,880 (> 0,05). Demikian pula, motivasi belajar tidak berpengaruh signifikan terhadap prestasi akademik dengan nilai signifikansi 0,941 (> 0,05). Secara simultan, kedua variabel bebas hanya memberikan kontribusi sebesar 0,1% terhadap prestasi akademik, sedangkan 99,9% dipengaruhi oleh faktor lain di luar model penelitian. Temuan ini mengindikasikan bahwa peningkatan prestasi akademik siswa lebih dipengaruhi oleh faktor-faktor eksternal dan internal lain seperti kualitas pembelajaran, lingkungan sosial, serta karakteristik individu siswa. Implikasi penelitian menegaskan pentingnya pendekatan kolaboratif antara sekolah dan keluarga melalui program parenting serta penguatan motivasi intrinsik siswa untuk mendukung pencapaian akademik yang optimal.

Kata kunci: bimbingan orang tua, motivasi belajar, prestasi akademik siswa

This study aims to analyze the effect of parental guidance and learning motivation on the academic achievement of fifth-grade students at public elementary schools in Wates District, Kediri Regency, in the 2024/2025 academic year. The study used a quantitative approach with a correlational causal design. The study population consisted of 175 students from five elementary schools, with a sample of 100 students selected proportionally. Data were collected through questionnaires for the variables of parental guidance and learning motivation, as well as documentation of report card scores for the variable of academic achievement. The data analysis technique used multiple linear regression. The results showed that parental guidance did not have a significant effect on students' academic achievement with a significance value of 0.880 (> 0.05). Similarly, learning motivation did not have a significant effect on academic achievement with a significance value of 0.941 (> 0.05). Simultaneously, the two independent variables only contributed 0.1% to academic achievement, while 99.9% was influenced by other factors outside the research model. These findings indicate that improvements in student academic achievement are more influenced by other external and internal factors such as the quality of learning, social environment, and individual student characteristics. The implications of this study emphasize the importance of a collaborative approach between schools and families through parenting programs and the strengthening of students' intrinsic motivation to support optimal academic achievement. 

Keywords: parental guidance, learning motivation, student academic achievement