<![CDATA[This research aims to explore the role of family communication in enhancing students’ learning motivation at the elementary education level, with a focus on MI Nurul Huda Bantargebang. The study was driven by the observable difference in learning motivation among students, which appeared to correlate with the level of parental involvement and communication. Employing a qualitative descriptive approach, data were collected through in-depth interviews with parents, teachers, and students, as well as participatory observation. The research utilized a case study method, examining students from families with varying degrees of involvement in their children’s education. The findings reveal that active family communication significantly contributes to improving students’ motivation to learn. Students who received emotional support, encouragement, and consistent communication from their parents demonstrated higher levels of engagement, confidence, and enthusiasm in academic activities. This result aligns with interpersonal communication theories and motivation theories such as Self-Determination Theory, which emphasize the role of social and emotional support in fostering intrinsic motivation. Quantitative data through pretest-posttest comparison also showed a higher N-Gain score in students with active parental involvement (0.55) compared to those with less involved parents (0.25). These findings affirm the vital role of family communication as a determinant factor in shaping students’ motivation and overall academic success at the elementary level. Hence, the study provides practical insights for educators and parents to foster effective communication strategies at home in order to support children’s learning development.]]>
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