The Strategy of Islamic Education Teachers in Enhancing the Learning Motivation of Broken Home Students at Riweuk Public Elementary School

Abstract

This study aims to analyze the strategies employed by Islamic Education (PAI) teachers in enhancing the learning motivation of broken home students at Riweuk Public Elementary School and to examine their impacts on students’ learning development. The background of this research arises from the issue of low motivation and concentration among students from broken home families due to emotional distress. This study adopts a qualitative approach with a case study method. Data were collected through in-depth interviews, observations, and documentation involving Islamic Education teachers, homeroom teachers, the school principal, and broken home students as participants. The findings reveal four main strategies implemented by PAI teachers: (1) personal approaches to build emotional closeness and a sense of security; (2) modification of learning methods through group discussions and inspirational stories integrated with religious values; (3) providing intrinsic and extrinsic motivation by linking lessons to life goals and offering appreciation; and (4) internal collaboration with homeroom teachers to monitor students’ conditions. These strategies have shown positive impacts in increasing students’ learning motivation, classroom participation, and emotional stability. The study concludes that the role of Islamic Education teachers is crucial in providing both spiritual and emotional support to broken home students, forming a strong foundation for improved academic performance in the future.