Analysis of the Influence of Parental Attention, Teacher Pedagogical Interaction and Learning Facilities on the Motivation of Madrasah Tsanawiyah Students’ in South Bolaang Mongondow Regency, Indonesia

Abstract

This study aims to analyze the influence of parental attention, teacher pedagogical interaction, and learning facilities on student learning motivation at Madrasah Tsanawiyah (MTs) in South Bolaang Mongondow Regency. Using a quantitative approach, data were collected from 63 students through a Likert scale questionnaire that had been tested for validity and reliability. The results showed that the third variable, including parental attention, teacher pedagogical interaction, and learning facilities, partially and simultaneously significantly influenced student learning motivation. These results strengthen the Self-Determination Theory approach, which states that adequate external support can meet students' basic psychological needs and increase intrinsic motivation. These findings emphasize the importance of synergy between the roles of parents, teachers, and school institutions in creating a learning ecosystem that supports student learning motivation. This study recommends the need for community-based education policies and sectoral collaboration to strengthen student learning motivation sustainably, especially in disadvantaged areas.