Pengaruh Dukungan Fasilitas dari Orang Tua dan Reward terhadap Minat Belajar dan Mental Siswa Sekolah Dasar
Abstract
Abstract: This study is a Systematic Literature Review aimed at examining the influence of parental learning support facilities and reward systems on elementary school students’ learning interest and mental well-being. The literature was selected from reputable databases such as Scopus, DOAJ, and Google Scholar, with publication years ranging from 2015 to 2025. The synthesis results indicate that students’ learning interest and mental well-being are shaped through a dynamic interaction between parental support, reward strategies, and the quality of students’ mental health. Parental support, including the provision of a conducive home learning environment, emotional involvement, and autonomy granting, has been proven to enhance students’ intrinsic motivation and self-confidence. On the other hand, reward systems stimulate extrinsic motivation but may pose a risk of dependency if not implemented in a balanced pedagogical approach. These findings emphasize the importance of a holistic and integrative pedagogical strategy that combines the strengthening of students’ internal motivation with external support from parents and the learning environment, in order to foster positive and sustainable learning behavior.
Abstrak: Penelitian ini merupakan studi Systematic Literature Review yang bertujuan untuk mengkaji pengaruh dukungan fasilitas belajar dari orang tua dan sistem pemberian reward terhadap minat belajar serta kesejahteraan mental siswa sekolah dasar. Literatur yang dianalisis dipilih dari database bereputasi seperti Scopus, DOAJ, dan Google Scholar, dengan rentang tahun terbit antara 2015 hingga 2025. Hasil sintesis menunjukkan bahwa minat belajar dan kesejahteraan mental siswa terbentuk melalui interaksi dinamis antara dukungan orang tua, strategi reward, dan kualitas kesehatan mental anak. Dukungan orang tua yang meliputi penyediaan lingkungan belajar yang kondusif, keterlibatan emosional, dan pemberian otonomi, terbukti meningkatkan motivasi intrinsik dan rasa percaya diri siswa. Sementara itu, sistem reward mendorong motivasi ekstrinsik, namun berpotensi menimbulkan ketergantungan jika tidak diterapkan secara seimbang. Temuan ini menegaskan pentingnya pendekatan pedagogis yang holistik dan integratif, yang menggabungkan penguatan motivasi internal siswa dengan dukungan eksternal dari orang tua dan lingkungan, guna membentuk perilaku belajar yang positif dan berkelanjutan.
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