Dampak Orang Tua Pekerja Migran terhadap Perkembangan Sosial-Emosional, Pola Interaksi Siswa di MTs NWDI Lepak
DOI:
https://doi.org/10.35870/ljit.v4i2.8825Keywords:
Migrant Worker Parents; Emotional Development; Peer Interaction, Symbolic Interactionism; Social Control Theory; Case Study Design.Abstract
Parental migration as Indonesian Migrant Workers (PMI) creates a disruption in the domestic caregiving structure, significantly impacting children's social-emotional development at school. Most previous studies have predominantly focused on the family's economic dimension or prematurely concluded that separation from parents triggers extreme juvenile delinquency. This qualitative case study aims to holistically analyze the impact of parental absence on students' emotional development, peer interaction patterns, and the weakening of social bonds within the school environment. Data were collected through in-depth interviews with 12 students from migrant worker families, structured observations within the school setting, and triangulation interviews with Guidance and Counseling (BK) teachers and two Homeroom Teachers (Class VIII and Class IX Homeroom Teachers). Data were interactively analyzed using the analytical lenses of Bronfenbrenner's Ecological Systems Theory, George Herbert Mead's Symbolic Interactionism, and Travis Hirschi's Social Control Theory. The findings indicate that the absence of direct parenting triggers emotional ambivalence and psychological vulnerability among students. In terms of peer interactions, students' behavior is polarized into two contrasting poles of social action: social withdrawal stemming from status inferiority, and reactive behaviors (attention-seeking) as a form of affection compensation. Furthermore, this disruption significantly weakens three elements of students' social bonds: attachment, commitment, and involvement. The novelty of this study demonstrates that the weakening of these social bonds does not necessarily erode students' belief element (conviction in moral values). Consequently, the social-emotional impacts experienced by students do not escalate into destructive delinquency, remaining instead confined to internal emotional turbulence and daily interaction dynamics
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