Peran Ayah Terhadap Motivasi Berprestasi Siswa Sekolah Menengah Pertama Swasta Muhammadiyah 47 Sunggal

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh peran ayah terhadap motivasi berprestasi siswa di SMP Muhammadiyah 47 Sunggal. Penelitian difokuskan pada peran ayah dalam mendukung motivasi berprestasi siswa. Metode yang digunakan adalah kuantitatif dengan analisis regresi linier sederhana. Data dikumpulkan menggunakan skala peran ayah dan skala motivasi berprestasi dalam bentuk skala Likert. Skala peran ayah disusun berdasarkan dimensi Finley dan Schwartz (2004), yaitu expressive involvement, instrumental involvement, dan mentoring/advising involvement. Skala motivasi berprestasi menggunakan skala baku dari Prihandrijani (2016), yang mengacu pada teori kebutuhan berprestasi McClelland, meliputi tanggung jawab, kreativitas, kebutuhan akan umpan balik, keberanian mengambil risiko, dan orientasi pada tujuan.Hasil deskriptif menunjukkan bahwa peran ayah dan motivasi berprestasi siswa berada pada kategori tinggi. Analisis regresi menunjukkan peran ayah berpengaruh positif dan signifikan terhadap motivasi berprestasi siswa dengan koefisien korelasi r = 0,249 dan nilai signifikansi p = 0,044 (p < 0,05). Kontribusi peran ayah terhadap motivasi berprestasi sebesar 6,2%, sedangkan sisanya dipengaruhi faktor lain di luar penelitian. Berdasarkan hasil tersebut dapat disimpulkan bahwa peran ayah memiliki kontribusi yang bermakna dalam meningkatkan motivasi berprestasi siswa. This study aims to examine the influence of fathers' roles on the achievement motivation of students at SMP Muhammadiyah 47 Sunggal. The research focuses on the role of fathers in supporting students' achievement motivation. A quantitative method with simple linear regression analysis was employed. Data were collected using a fathers’ role scale and an achievement motivation scale in the form of a Likert scale. The fathers’ role scale was developed based on the dimensions proposed by Finley and Schwartz (2004), namely expressive involvement, instrumental involvement, and mentoring/advising involvement. The achievement motivation scale used a standardized scale from Prihandrijani (2016), referring to McClelland's achievement need theory, which includes responsibility, creativity, need for feedback, risk-taking, and goal orientation. Descriptive results indicate that both fathers’ roles and students’ achievement motivation were categorized as high. Regression analysis shows that fathers’ roles have a positive and significant effect on students’ achievement motivation, with a correlation coefficient of r = 0.249 and a significance value of p = 0.044 (p < 0.05). Fathers’ roles contributed 6.2% to achievement motivation, while the remaining influence was attributed to factors outside this study. Based on these findings, it can be concluded that fathers’ roles have a meaningful contribution in enhancing students’ achievement motivation.