Motivasi belajar merupakan dorongan atau kekuatan motivasi yang bersumber dari diri individu itu sendiri atau lingkungan yang akan menimbulkan keinginan untuk melakukan kegiatan belajar serta menimbulkan perubahan tingkah laku kearah yang lebih baik. Kurangnya motivasi belajar siswa ditemukan di SMA Negeri 4 Tarakan, akibat dari kurangnya motivasi belajar siswa terjadilah siswa jarang mengerjakan tugas sekolah, jarang masuk sekolah, mudah menyerah pada saat menghadapi kesulitan, tidak memiliki target belajar yang jelas, mengalami penurunan prestasi belajar, kurang berkonsentrasi pada saat belajar, sering terlambat datang kesekolah, tidak memperhatikan guru yang mengajar dikelas, sering keluar kelas pada saat jam pembelajaran, sering melanggar tata tertib sekolah dan sering ribut pada saat pembelajaran. Dalam mengatasi masalah tersebut, maka dilakukan upaya berupa diberikannya layanan dengan teknik self management. Penelitian ini bertujuan untuk mengetahui pengaruh dari teknik self management terhadap motivasi belajar siswa yang mengalami broken home. Jenis penelitian ini adalah kuantitatif dengan pendekatan pre-experiment one-group pretest-posttest. Pengambilan sampel menggunakan teknik purposive sampling, dengan populasi sebanyak 290 siswa dan sampel berjumlah 5 siswa. Analisis data yang digunakan yaitu statistik deskriptif dan inferensial menggunakan uji wilcoxon. Berdasarkan hasil penelitian ini, perhitungan uji wilcoxon diperoleh asymp sig < a atau 0.043 < 0,05. Maka Ha diterima dan H0 ditolak. Sehingga dapat disimpulkan bahwa ada pengaruh konseling kelompok dengan teknik self management terhadap motivasi belajar siswa yang mengalami broken home.
Kata kunci : self management, motivasi belajar

Learning motivation is a driving force originating from both internal and external factors that stimulates the desire to engage in learning activities and promotes positive behavioral change. At SMA Negeri 4 Tarakan, a lack of learning motivation among students has been observed, particularly among those from broken home backgrounds. This lack of motivation manifests in various behaviors, including infrequent completion of school assignments, low attendance, giving up easily when facing challenges, unclear learning goals, decreased academic performance, poor concentration, frequent tardiness, inattentiveness in class, leaving class during lessons, breaking school rules, and causing disruptions during learning sessions. To address this issue, group counseling services using self- management technique was implemented. This study aimed to determine the effect of group counseling with self-management techniques on the learning motivation of students who experienced broken homes. A quantitative research method was employed using a pre-experimental one-group pretest-posttest design. The sample consisted of 5 students selected through purposive sampling from a population of 290 students. Data were analyzed using descriptive and inferential statistics, specifically the Wilcoxon signed-rank test. The results indicated that the Asymp. Sig value (p) was 0.043, which was less than the significance level (a) of 0.05. Thus, the alternative hypothesis (Ha) was accepted, and the null hypothesis (H0) was rejected. It can be concluded that group counseling using self-management technique had a significant effect on improving the learning motivation of students who experienced broken homes. Keywords: self-management, group counseling, learning motivation, broken home students