Wali Kelas sebagai Aktor Pendukung Motivasi Belajar PPKn

Abstract

Students’ learning motivation in Pancasila and Civic Education (PPKn) is influenced by internal factors and support from the school, family, and social environment. This study aims to analyze the role of homeroom teachers in supporting students’ learning motivation in PPKn through the perspective of Self-Determination Theory. A descriptive qualitative approach was employed at SMP Negeri 2 Alasa Talumuzoi. Six informants were purposively selected, consisting of one principal, one homeroom teacher, one PPKn teacher, and three students. Data were collected through observation, semi-structured interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Data credibility was established through source and technique triangulation and member checking. The findings indicate that homeroom teachers perform five main functions: guidance, personal assistance, motivation, monitoring students’ development, and coordination with teachers, the school, and parents. These practices potentially support students’ basic psychological needs for relatedness, competence, and autonomy. The main challenges include differences in student characteristics, difficulties in understanding learning materials, low self-confidence, social and family influences, and limited time for individual assistance. The study implies that sustained mentoring and school coordination are needed to strengthen the role of homeroom teachers in supporting students’ motivation in PPKn learning.