FAMILY COMMUNICATION IN THE DIGITAL AGE: BUILDING MOTIVATION TO LEARN AMONG 12th-GRADE STUDENTS AT SMA PGII 2 Bandung

Abstract

The development of digital technology has changed how parents and children communicate in everyday family life. These changes are relevant for twelfth-grade students who are experiencing a transition toward higher education and future career choices and therefore need guidance, emotional support, and family support. This study aims to understand changes in family communication in the digital era in relation to students’ learning motivation and to explore how students interpret communication messages in everyday family interactions. The study employed a qualitative method with a case study approach. Six twelfth-grade students of SMA PGII 2 Bandung were primary informants and two parents were supporting informants. Data were collected through observation, in-depth interviews, and documentation and analyzed through data collection, data display, and conclusion verification. The findings show that family communication has shifted from predominantly face-to-face interaction toward a combination of direct and digital communication. WhatsApp and video calls help families maintain communication when constrained by distance, time, or activities, while face-to-face interaction remains important for emotional support and substantial discussion. Students interpret parental messages as attention, affection, support, trust, guidance, and expectations. These meanings are related to autonomy, competence, and relatedness  and contribute to students’ learning motivation. Digital devices also provide benefits while potentially becoming a distraction when used excessively for non-academic activities.