Family Environment and Learning Motivation Through MABA: Predicting Elementary Students’ Communication Skills
Abstract
This study aims to examine whether family environment and learning motivation measured within a MABA (Majalah Bahasa Indonesia)-supported learning context are associated with fourth-grade students’ communication skills in Indonesian language learning. Using a quantitative, non-experimental, cross-sectional ex-post facto design, the study involved the entire Grade 4 cohort at SD Negeri 1 Krangganharjo, Central Java (n = 12), selected through saturated sampling. Family environment and MABA-context motivation were measured using structured questionnaires, while communication skills were assessed separately; the data were analyzed using exploratory multiple linear regression with 95% confidence intervals and model-fit statistics. The results showed that family environment was positively associated with communication skills (B = 0.170, 95% CI [0.021, 0.319], β = .540, p = .030), as was MABA-context learning motivation (B = 0.348, 95% CI [0.063, 0.633], β = .578, p = .023). The overall model was statistically significant, F(2, 9) = 6.817, p = .016, explaining 60.2% of the observed variance (R² = .602; adjusted R² = .514). These findings provide preliminary support for the view that home learning conditions and motivational engagement may function as complementary correlates of communication performance. However, the very small single-school sample, cross-sectional design, possible construct overlap, and incomplete psychometric evidence limit causal and population-level inference. Future studies should replicate the model with larger, diverse samples and validated, clearly differentiated measures.
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