<![CDATA[Fatherlessness during adolescence may affect emotional security, social adjustment, learning motivation, and self-concept, creating a need for consistent support from significant adults at school. In Catholic schools, Catholic Religious Education teachers occupy a strategic position because their role integrates pedagogical, moral, spiritual, and pastoral dimensions. This study aims to analyze the social support provided by Catholic Religious Education teachers in handling students experiencing fatherlessness at SMA Swasta RK Deli Murni Diski. This study employed a descriptive qualitative approach. The research subjects consisted of 10 participants, including one Catholic Religious Education teacher, one school principal, and eight students experiencing fatherlessness. Data were collected through interviews, observation, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings show that the social support provided by the Catholic Religious Education teacher appeared in four main forms: emotional support, instrumental support, informational support, and appraisal support. Emotional support was reflected in openness, empathy, willingness to listen, confidentiality, and a non-judgmental attitude toward students. Instrumental support was provided through academic guidance, assistance in completing assignments, learning resources, and continuous monitoring of student progress. Informational support was expressed through advice, decision-making guidance, and reflection based on Christian values. Appraisal support was shown through praise, encouragement, and appreciation for students efforts. The study also found that students experiencing fatherlessness faced emotional difficulties, social adjustment problems, decreased learning motivation, and low self-confidence. Thus, Catholic Religious Education teachers function as educators, pastoral companions, and sources of social support that help students feel accepted and valued while strengthening resilience, learning motivation, and a positive self-concept. ABSTRAK Kondisi fatherless pada masa remaja dapat memengaruhi keamanan emosional, penyesuaian sosial, motivasi belajar, dan pembentukan konsep diri sehingga sekolah memerlukan figur pendamping yang mampu memberikan dukungan secara konsisten. Dalam konteks sekolah Katolik, guru Pendidikan Agama Katolik memiliki posisi strategis karena perannya memadukan fungsi pedagogis, moral, spiritual, dan pastoral. Penelitian ini bertujuan untuk menganalisis dukungan sosial guru Pendidikan Agama Katolik dalam menangani siswa yang mengalami fatherless di SMA Swasta RK Deli Murni Diski. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian berjumlah 10 orang, terdiri atas satu guru Pendidikan Agama Katolik, satu kepala sekolah, dan delapan siswa yang mengalami fatherless. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dukungan sosial guru Pendidikan Agama Katolik diberikan dalam empat bentuk utama, yaitu dukungan emosional, dukungan instrumental, dukungan informasional, dan dukungan penghargaan. Dukungan emosional tampak melalui sikap terbuka, empati, kesediaan mendengarkan, menjaga kerahasiaan, dan tidak menghakimi siswa. Dukungan instrumental diwujudkan melalui bimbingan belajar, bantuan dalam menyelesaikan tugas, penyediaan sumber belajar, dan pemantauan perkembangan siswa. Dukungan informasional diberikan melalui nasihat, arahan dalam pengambilan keputusan, serta refleksi berdasarkan nilai-nilai Kristiani. Sementara itu, dukungan penghargaan diberikan melalui pujian, motivasi, dan apresiasi terhadap usaha siswa. Penelitian ini juga menemukan bahwa siswa yang mengalami fatherless menghadapi tantangan berupa gangguan emosional, kesulitan penyesuaian sosial, penurunan motivasi belajar, dan rendahnya kepercayaan diri. Dengan demikian, guru Pendidikan Agama Katolik berperan sebagai pendidik, pendamping pastoral, dan sumber dukungan sosial yang membantu siswa merasa diterima, dihargai, serta lebih mampu mengembangkan ketahanan diri, motivasi belajar, dan konsep diri yang positif.]]>
