<![CDATA[This study examines the implications of broken home families for adolescent education in Tebaban Village, Suralaga District. The study used a qualitative approach and was conducted from 28 April to 30 May 2024. Primary data were obtained through interviews and non-participant structured observations involving 10 adolescent informants and relevant family or community members, while secondary data were obtained from village documents. The findings show three main implications: adolescents’ desire to stop schooling and work for income, declining learning interest, and involvement in risky peer associations. These conditions were associated with limited parental affection and attention, weak supervision, unmet educational needs, and disrupted family functions. However, the findings also show that a broken-home background does not automatically produce negative educational outcomes. Adolescents who received consistent attention, supervision, encouragement, and educational support from a parent, step-parent, grandparent, or uncle were able to maintain or strengthen their learning motivation. Viewed through Merton’s structural functionalism, the educational consequences emerged when roles, solidarity, economic allocation, and social norms within the family were not functioning adequately. The study therefore emphasizes that the educational impact of family disruption is mediated by how caregiving and family functions are reorganized after separation or prolonged parental absence.]]>
Copyrights © 2024
