<![CDATA[The problem of low learning motivation in students who experience broken families is the main background of this research at SMK Negeri 6 Samarinda. The focus of the research is directed at analyzing the role of Pancasila and Citizenship Education teachers in rekindling the enthusiasm for learning in these students. The research stages were carried out through a qualitative approach with data collection techniques in the form of participatory observation, in-depth interviews, and systematic documentation studies. The research findings indicate that teachers have carried out their functions as educators and motivators, which have had a positive impact on the development of students' self-confidence, independence, and responsibility. In practice, teachers apply the Problem Based Learning (PBL) model and educational games integrated with Ki Hajar Dewantara's educational philosophy, namely Ing Ngarsa Sung Tulada, Ing Madya Mangun Karsa, and Tut Wuri Handayani. Despite facing obstacles such as limited time allocation and a busy academic schedule, the strategy of habituating Pancasila-based moral values and active learning has proven effective in increasing student engagement. The main conclusion emphasizes that the active role of teachers through positive reinforcement and adaptation of learning media is crucial in building intrinsic motivation in students from broken homes. This success supports the creation of a much more meaningful learning experience for students to achieve optimal academic achievement and social behavior in the school environment as a whole to ensure their future. ABSTRAK Permasalahan rendahnya motivasi belajar pada siswa yang mengalami kondisi keluarga tidak utuh menjadi latar belakang utama penelitian ini di SMK Negeri 6 Samarinda. Fokus penelitian diarahkan pada analisis peran guru Pendidikan Pancasila dan Kewarganegaraan dalam membangkitkan kembali semangat belajar para siswa tersebut. Tahapan penelitian dilaksanakan melalui pendekatan kualitatif dengan teknik pengumpulan data berupa observasi partisipatif, wawancara mendalam, serta studi dokumentasi yang sistematis. Temuan penelitian menunjukkan bahwa guru telah menjalankan fungsinya sebagai pendidik sekaligus motivator yang memberikan dampak positif terhadap perkembangan rasa percaya diri, kemandirian, serta tanggung jawab siswa. Dalam praktiknya, guru menerapkan model Problem Based Learning (PBL) dan permainan edukatif yang diintegrasikan dengan filosofi pendidikan Ki Hajar Dewantara, yakni Ing Ngarsa Sung Tulada, Ing Madya Mangun Karsa, dan Tut Wuri Handayani. Meskipun menghadapi hambatan berupa keterbatasan alokasi waktu dan kepadatan jadwal akademik, strategi pembiasaan nilai moral berbasis Pancasila dan pembelajaran aktif terbukti efektif meningkatkan keterlibatan siswa. Simpulan utama menegaskan bahwa peran aktif guru melalui penguatan positif dan penyesuaian media pembelajaran sangat krusial dalam membangun motivasi intrinsik siswa broken home. Keberhasilan ini mendukung terciptanya pengalaman belajar yang jauh lebih bermakna bagi siswa guna mencapai prestasi akademik maupun perilaku sosial yang optimal di lingkungan sekolah secara menyeluruh demi menjamin masa depan mereka. ]]>
