Main Article Content
Abstract
This research aims to explore the impact of parental guidance on students' learning motivation in the context of self-directed education after the COVID-19 pandemic. It investigates whether parental involvement remains consistent and influential as students transition between online and offline learning modes. The study employs a quantitative approach with a descriptive analytical correlational method. Data is collected through questionnaires distributed to students. The statistical analysis is performed using SPSS software to determine the correlation between parental guidance and students' learning motivation. The research findings indicate a strong correlation (r = 0.90) between parental guidance and students' learning motivation. This demonstrates that parental involvement significantly influences students' motivation to engage actively in self-directed learning. The study highlights the importance of parents' continuous support in maintaining high levels of learning motivation in students, especially during the shift between online and offline learning modes. The suggestion for other research is about exploring parental involvement strategies in enhancing students' learning motivation.
