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"Skripsi ini membahas tentang strategi coping orang tua bekerja saat pembelajaran jarak jauh di SDN Kebon Pala 01 Pagi Jakarta Timur. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara daring semi terstruktur dengan delapan orang informan rentang waktu penelitian dari Oktober 2020 sampai dengan Juli 2021 selama Pandemi COVID-19. Penelitian ini dilatarbelakangi oleh kondisi orang tua yang mendapatkan tambahan peran sebagai guru saat pembelajaran jarak jauh. Guru memerlukan ilmu dan keterampilan yang sudah ditetapkan standarnya akan tetapi orang tua berasal dari latar belakang berbeda dan tidak semua memiliki ilmu dan keterampilan menjadi guru. Sehingga, implikasinya adalah orang tua mengalami kesulitan saat pembelajaran jarak jauh. Kesulitan ini berujung pada sampai secara psikologis yang mengarah pada dampak perilaku negatif. Dampak negatif ini akan berpengaruh lebih jauh keberfungsian sosial keluarga dan anak serta kesejahteraan anak dan orang tua. SDN Kebon Pala 01 Pagi sebagai sekolah yang memiliki reputasi baik dan sebagian orang tua muridnya bekerja sehingga menjadi lokasi penelitian ini. Penelitian ini mencari tahu bagaimana orang tua bekerja mengatasi kesulitannya saat PJJ untuk mengurangi dampak negatif serta bagaimana hasil dari upaya tersebut. Hasil penelitian menyimpulkan bahwa perubahan kondisi orang tua sebelum dan saat awal pandemi memberi tuntutan bagi orang tua sehingga menyebabkan stress sehingga orang tua bekerja melakukan strategi coping dimana ada orang tua yang berhasil dan belum berhasil. Keberhasilan strategi coping menghasilkan adaptasi positif berimplikasi pada emosi positif dan perilaku yang positif juga. Bagi orang tua yang belum berhasil disebabkan oleh permasalahan keuangan dan pemahaman orang tua terkait tugas sekolah yang masih menimbulkan pusing dan emosi sulit terkontrol. Dapat diketahui bahwa strategi coping yang berbeda akan memberikan hasil yang berbeda juga.

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This study discusses the coping strategies of working parents during distance learning at SDN Kebon Pala 01 Pagi, East Jakarta. This study uses a qualitative approach with data collection techniques through semi-structured online interviews with eight informants, the research time span is from October 2020 to July 2021 during the COVID-19 pandemic. This research is motivated by the condition of parents who get an additional role as a teacher during distance learning. Teachers need knowledge and skills that have set standards, but parents come from different backgrounds and not all of them have the knowledge and skills to become teachers. So, the implication is that parents have difficulty in distance learning. This difficulty leads to psychologically leading to the impact of negative behavior. This negative impact will further affect the social functioning of families and children as well as the welfare of children and parents. SDN Kebon Pala 01 Pagi as a school that has a good reputation and some of the students' parents work so that it becomes the location of this research. This study seeks to find out how parents work to overcome their difficulties during PJJ to reduce the negative impact and how the results of these efforts. The results of the study concluded that changes in the condition of parents before and at the beginning of the pandemic put demands on parents, causing stress so that parents work on coping strategies where there are parents who are successful and not successful. Successful coping strategies result in positive adaptation which has implications for positive emotions and positive behavior as well. For parents who have not succeeded, it is caused by financial problems and parents' understanding of school assignments which still cause dizziness and emotions that are difficult to control. The result is that parents who are successful can produce positive adaptations and those who have not succeeded are still difficult to control emotions."

"Skripsi ini membahas mengenai dukungan sosial yang diberikan oleh orang tua terhadap anak dalam pelaksanaan Pembelajaran Jarak Jauh (PJJ) di TK Labschool Jakarta. Tujuan dari penelitian ini yaitu: (1) mendeskripsikan bentuk-bentuk dukungan sosial orang tua terhadap anak dalam pelaksanaan Pembelajaran Jarak Jauh (PJJ) di TK Labschool Jakarta; (2) mendeskripsikan faktor pendorong dan penghambat pemberian dukungan sosial orang tua terhadap anak dalam pelaksanaan Pembelajaran Jarak Jauh (PJJ) di TK Labschool Jakarta. Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian deskriptif. Penelitian ini dilakukan sejak April hingga Juli 2021, melalui wawancara mendalam secara daring dengan para informan yaitu wakil kepala sekolah, guru, orang tua, dan anak. Hasil penelitian menunjukkan bahwa bentuk-bentuk dukungan sosial yang diberikan oleh orang tua terhadap anak yaitu meliputi dukungan emosional, dukungan penghargaan, dukungan instrumental, dan dukungan informasi. Faktor pendorong dalam pemberian dukungan sosial oleh orang tua selama PJJ diantaranya adalah harapan orang tua agar anak dapat beradaptasi dalam sistem sekolah online, kekhawatiran orang tua bahwa anak akan kesulitan jika tidak didampingi karena anak masih berada di jenjang TK, dan terkait dengan tuntutan anak kedepannya. Sedangkan faktor penghambatnya adalah gangguan jaringan internet, kesibukan orang tua, dan kesulitan orang tua untuk menahan dan melatih kesabaran.

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This thesis discusses about the social support provided by parents for their children during the implementation of Distance Learning (PJJ) at TK Labschool Jakarta. The objectives of this research are: (1) to describe the forms of parental social support for children during the implementation of Distance Learning (PJJ) at TK Labschool Jakarta; (2) to describe the motivating and inhibiting factors for providing parental social support to children during the implementation of Distance Learning (PJJ) at TK Labschool Jakarta. This research uses a qualitative approach and the type of descriptive research. This research was conducted from April to July 2021, through in-depth online interviews with informants, namely vice principal, teachers, parents, and children. The results showed that the forms of social support provided by parents to children include emotional support, appreciation support, instrumental support, and informational support. Factors that drive the parents in providing social support during Distance Learning (PJJ) include these matters: parents' expectations towards their children’s ability to adapt to the online-school system, parents' concerns on their children’s ability to study online by themselves since the children are still at Kindergarten level, and other things related to the demands of their children in the future. While the inhibiting factors are internet network disturbances, busy parents, and parents' difficulties in holding back themselves and practice patience."

"Penelitian ini berangkat dari rendahnya skor Indonesia di PISA 2018 yang berimplikasi kepada kompetensi siswa remaja di Indonesia yang sangat rendah apabila dibandingkan dengan kompetensi siswa remaja di seluruh dunia. Keterlibatan siswa di dalam kelas berperan penting dalam mengembangkan kompetensi yang dimiliki siswa. Oleh karena itu, penelitian ini bertujuan untuk mengetahui peran keterlibatan orang tua terhadap keterlibatan agentik siswa di dalam Pendidikan Jarak Jauh (PJJ). Partisipan merupakan 334 siswa kelas 12 SMA Negeri di Jabodetabek yang menjalani PJJ. Untuk mengukur keterlibatan orang tua digunakan Perception of Parents Scales (POPS) (Grolnick et al., 1991) dan Agentic Engagement Scales (AES) (Reeve, 2013) digunakan untuk mengukur keterlibatan agentik. Data penelitian dianalisis dengan regresi linier berganda untuk menguji peran keterlibatan orang tua terhadap keterlibatan agentik siswa. Hasil pengujian hipotesis menunjukkan adanya kontribusi sebesar 4,2% keterlibatan orang tua terhadap keterlibatan agentik. Keterlibatan ibu memiliki peran yang lebih besar (β = .38, p<.01) terhadap keterlibatan agentik siswa jika dibandingkan dengan keterlibatan ayah (β = .07, p>.05). Hasil dan diskusi penelitian ini memberi masukan bahwa peran orang tua walaupun kecil, memiliki peran yang signifikan dalam keterlibatan anaknya di sekolah.

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This research departs from the low score of Indonesia in PISA 2018 which has implications for the very low competence of adolescent students in Indonesia when compared to the competence of adolescent students around the world. Student engagement in the classroom plays an important role in developing student competencies. Therefore, this study aims to determine the role of parental involvement on student agentic engagement during distance learning. The participants were 334 grade 12 students at public high school in Jabodetabek who underwent distance learning. To measure parental interaction, we used Perceptions of Parents Scales (POPS) (Grolnick et al., 1991) and Agentic Engagement Scales (AES) (Reeve, 2013) were used to measure agentic engagement. The research data were analyzed by multiple linear regression to examine the role of parental involvement on student agentic engagement. The results of hypothesis testing show that there is a 4.2% contribution of parental involvement on agentic engagement. Mother's involvement had a greater role (β = .38, p<.01) on student agent engagement when compared to father's involvement (β = .07, p>.05). emphasize that the role of parents, although small, has a significant role in the engagement of their children in school."

"Perubahan sistem pembelajaran dari tatap muka menjadi Pembelajaran Jarak Jauh (PJJ) menyebabkan efektivitas guru menurun. Salah satu faktor yang memengaruhi efektivitas guru adalah perilaku kerja inovatif guru. Akan tetapi, penelitian terdahulu masih menunjukkan adanya inkonsistensi antara hubungan keduanya. Adaptabilitas dipilih sebagai variabel mediator. Perilaku kerja inovatif dapat memengaruhi adaptabilitas dan adaptabilitas dapat memengaruhi efektivitas guru. Penelitian ini bertujuan untuk menguji peran adaptabilitas sebagai mediator antara hubungan perilaku kerja inovatif dan efektivitas guru. Efektivitas guru diukur menggunakan Teacher Effectiveness Scale (TSE), perilaku kerja inovatif diukur menggunakan Skala Perilaku Kerja Inovatif, dan adaptabiltias diukur menggunakan The Adaptability Scale. Pengambilan data penelitian dilakukan menggunakan kuesioner daring dan cetak kepada guru SMA di wilayah Jabodetabek yang sedang menjalani Pembelajaran Jarak Jauh (PJJ). Analisis data penelitian dilakukan dengan model regresi mediasi menggunakan program makro PROCESS oleh Hayes. Hasil penelitian menunjukkan bahwa adaptabilitas memediasi hubungan antara perilaku kerja inovatif dan efektivitas guru. Oleh karena itu, penting bagi guru untuk meningkatkan perilaku kerja inovatifnya agar dapat meningkatkan adaptabilitas yang diikuti dengan peningkatan efektivitas guru.

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The change in the learning system to distance learning causes teachers to lack effectiveness. One of the factors that predicted teacher effectiveness is innovative work behavior. However, the previous studies found an inconsistency between the relationship of innovative work behavior and teacher effectiveness. Adaptability was selected as the mediator variable. Innovative work behavior could predict adaptability and adaptability could predict teacher effectiveness. This study examines the role of adaptability as a mediator in the relationship between innovative work behavior and teacher effectiveness among senior high school teachers in the distance learning context. Teacher effectiveness was measured by Teacher Effectiveness Scale (TES), innovative work behavior was measured by Skala Perilaku Kerja Inovatif, and adaptability was measured by The Adaptability Scale. The respondents of this study are senior high school teachers in Jabodetabek area who were undergoing distance learning which acquired through an online and paper-based questionnaire. A regression mediation analysis model was conducted to test the study’s hypothesis using macro program PROCESS by Hayes. The result of the analysis shows that adaptability mediating the relationship between innovative work behavior and teacher effectiveness. Therefore, innovative work behavior is important to be possessed by teachers in order to improving teacher’s adaptability and eventually followed by the improvement of teacher effectiveness."

"Mahasiswa keperawatan di masa pandemi COVID-19 mengalami transisi kegiatan pembelajaran tatap muka yang beralih ke pembelajaran jarak jauh. Perubahan pembelajaran ini membuat fleksibilitas waktu mahasiswa terhadap tidur juga berbeda tiap individu. Penelitian kuantitatif deskriptif korelatif dengan metode cross sectional ini bertujuan untuk mengidentifikasi hubungan antara efektivitas pembelajaran jarak jauh dengan kualitas tidur mahasiswa keperawatan pada masa pandemi COVID-19. Jumlah responden sebanyak 84 orang Mahasiswa Sarjana Fakultas Ilmu Keperawatan Universitas Indonesia angkatan 2019-2021 yang dipilih dengan teknik stratified random sampling. Instrumen yang digunakan adalah Pittsburgh Sleep Quality Index dan instrumen efektivitas pembelajaran jarak jauh yang dimodifikasi dari penelitian Hung, et al. Hasil penelitian menunjukkan mayoritas responden memiliki kualitas tidur yang buruk dan efektivitas pembelajaran jarak jauh yang cukup efektif. Selanjutnya hasil uji t independen menunjukkan tidak terdapat hubungan yang bermakna antara efektivitas pembelajaran jarak jauh dengan kualitas tidur pada mahasiswa keperawatan (P=0.389, a=0.05). Penelitian selanjutnya diharapkan dapat mengidentifikasi faktor lain yang berkaitan dengan efektivitas pembelajaran jarak jauh dan kualitas tidur.

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Nursing students during the COVID-19 pandemic experienced a transition from face-to-face learning activities to distance learning. This learning change makes students' time flexibility to sleep different for each individual. This dedescriptive correlational quantitative research with cross sectional design method aims to identify the relationship between the effectiveness of distance learning and the sleep quality of nursing students during the COVID-19 pandemic. The number of respondents was 84 undergraduate students of the Faculty of Nursing, University of Indonesia, class 2019-2021 who were selected using a stratified random sampling technique. The instrument used is the Pittsburgh Sleep Quality Index and the effectiveness of distance learning which was modified from the research of Hung, et al. The results showed that the majority of respondents had poor sleep quality and the effectiveness of distance learning was quite effective. Furthermore, the results of the independent t test showed that there was no significant relationship between the effectiveness of distance learning and sleep quality in nursing students (P=0.389, a=0.05). Future research is expected to identify other factors related to the effectiveness of distance learning and sleep quality."

"Penelitian ini bertujuan untuk melihat kontribusi atau peran trait kepribadian terhadap academic burnout pada siswa kelas 3 SMA Negeri di Jakarta, khususnya pada Pembelajaran Jarak Jauh (PJJ) selama masa pandemi Covid-19. Dalam pelaksanaannya, PJJ memiliki dampak yang membuat pembelajaran menjadi kurang efektif, sehingga memengaruhi kondisi mental sosial emosional siswa. Kendala-kendala yang muncul dan beban tugas selama PJJ menyebabkan siswa dapat merasa lelah secara emosional, tidak merasa mampu dalam menyelesaikan tugas, dan menjadi tidak peduli terhadap kegiatan belajarnya. Dengan kata lain siswa mengalami academic burnout. Penelitian ini dilakukan pada 357 siswa kelas 3 SMAN di Jakarta. Academic burnout diukur dengan menggunakan Maslach Burnout Inventory – Student Survey (MBI-SS). Sementara itu kepribadian siswa diukur menggunakan IPIP-BFM-25. Hasil perhitungan Pearson correlation menunjukkan bahwa kelima trait kepribadian (extraversion, agreeableness, conscientiousness, emotional stability, dan intellect) memiliki hubungan yang negatif dan signifikan dengan academic burnout. Hasil analisis lanjutan menunjukkan bahwa kecuali trait extraversion, empat trait kepribadian lainnya memiliki kontribusi yang signifikan terhadap munculnya academic burnout pada siswa

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This study aims to see the influence and contribution of personality traits on academic burnout in grade 12 public high school students in Jakarta, especially during the PJJ or Distance Learning period. Throughout its implementation PJJ has made learning less effective, thus affecting the social emotional state of students. Constraints and the workload during PJJ cause students to feel emotionally tired, incapable of completing assignments, and become indifferent towards their academic activities. In other words, students experience academic burnout. The study was conducted on 357 12th graders at SMAN in Jakarta. Academic burnout was measured using the Maslach Burnout Inventory - Student Survey (MBI-SS). Meanwhile, student personality is measured using IPIP-BFM-25. The results of the Pearson correlation calculation show that the five personality traits (extraversion, agreeableness, conscientiousness, emotional stability, and intellect) have a negative and significant relationship with academic burnout. Further analysis show that except for extraversion, four other personality traits have a significant contribution to the emergence of academic burnout in students"

"Keluhan ketidaknyamanan muncul pada pelaksanaan Pembelajaran jarak jauh diterapkan selama pandemi Covid-19. Penelitian ini bertujuan untuk mengetahui keluhan ketidaknyamanan muskuloskeletal pada mahasiswa Rumpun Ilmu Kesehatan Universitas Indonesia tahun 2018 yang memiliki pengetahuan sebelumnya mengenai mekanika tubuh. Penelitian menggunakan desain cross-sectional, deskriptif kuantitatif, cluster random sampling, pada sebanyak 298 mahasiswa. Instrumen yang digunakan adalah Cornell Musculoskeletal Discomfort Questionnaire (CMDQ). Hasil penelitian menunjukkan beberapa responden mengalami keluhan muskuloskeletal pada punggung bawah (25.3%), pinggul (18.7%), dan leher (18.1%). Keluhan paling banyak dirasakan oleh responden perempuan dan yang memiliki indeks massa tubuh normal. Responden yang memiliki kebiasaan olahraga (65.8%), didominasi oleh olahraga aerobik (37.9%), frekuensi satu kali seminggu (48.5%), dan durasi 30-60 menit (89.8%) memiliki perilaku tubuh yang baik saat penggunaan laptop (57.7%). Dengan demikian, dapat disimpulkan bahwa sebagian besar responden mengalami keluhan muskuloskeletal. Rekomendasi dari penelitian ini, yaitu perlunya penerapan perilaku ergonomis saat penggunaan laptop selama pembelajaran jarak jauh dan pengaturan jadwal olahraga.

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The musculoskeletal complaints emerge during the distance learning implementation in Covid-19 era. This study describes musculoskeletal discomfort complaints in students of the University of Indonesia Health Sciences 2018 who have prior knowledge about body mechanics. The study is a cross-sectional design and quantitative descriptive on 298 students. The instrument used in this research is Cornell Musculoskeletal Discomfort Questionnaire (CMDQ). The results illustrate several respondents experienced musculoskeletal complaints and most of them occurred in the lower back (25.3%), hips (18.7%), and neck (18.1%). Complaints are also mostly felt by women and normal body mass index respondents. Additionally, respondents who exercise regularly (65.8%), is dominated by aerobic exercise (37.9%), 1x frequency (48.5%), 30-60 minutes exercise duration (89.8%); have a good body behavior when using laptop (57.7%). In conclusion, most respondents experience musculoskeletal complaints. Recommendations from this study are the need to apply ergonomic behavior when using laptop and schedule regular execise."

"Ketika memasuki perguruan tinggi, mahasiswa tahun pertama dihadapkan dengan berbagai tuntutan baru. Penyesuaian ke perguruan tinggi (college adjustment) dibutuhkan di awal masa perkuliahan karena dapat menentukan keberhasilan di perguruan tinggi. Pandemi Covid-19 menghambat college adjustment karena diberlakukannya pembelajaran jarak jauh. Sementara, penelitian sebelumnya menyatakan secara konseptual self-compassion dapat membantu college adjustment. Penelitian ini menganalisis hubungan antara self-compassion dan college adjustment pada mahasiswa tahun pertama dalam pembelajaran jarak jauh selama pandemi Covid-19. Mahasiswa Universitas Indonesia angkatan 2020 (N = 381) disurvei menggunakan Self-Compassion Scale dan Student Adaptation to College Questionnaire. Uji korelasi Pearson menyatakan bahwa self-compassion dan college adjustment berhubungan positif signifikan (r(380) = 0,55, p < 0,001). Hubungan paling kuat ditemukan antara isolation dan personal-emotional adjustment (r(380) = -0,49, p < 0,001). Temuan ini mengindikasikan bahwa self-compassion cenderung membantu penyesuaian perguruan tinggi dalam konteks pembelajaran jarak jauh.

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When entering college, first-year students faced new challenges. College adjustment is necessary in early period of college because it can predict college success. Covid-19 pandemic hinders college adjustment due to distance learning. Meanwhile, a previous study conceptually mentioned that self-compassion supported college adjustment. This study examined the correlation between self-compassion and college adjustment among first-year college students in distance learning during Covid-19 pandemic. Students of Universitas Indonesia batch 2020 (N = 381) were surveyed using Self-Compassion Scale and Student Adaptation to College Questionnaire. Pearson’s correlation test showed a positive significant correlation between self-compassion and college adjustment (r(380) = 0,55, p < 0,001). The strongest correlation was found between isolation and personal-emotional adjustment (r(380) = -0,49, p < 0,001). These findings indicated that self-compassion tends to help a better college adjustment in distance learning context."

"Perubahan kegiatan belajar menjadi pembelajaran jarak jauh (PJJ) membawa berbagai perubahan yang dapat menyebabkan menurunnya semangat dan keterlibatan, yang disebabkan karena menurunnya motivasi akademik pada siswa SMA. Motivasi akademik dapat ditingkatkan dengan faktor internal, yaitu persepsi terhadap dukungan sosial dan grit. Penelitian ini ingin melihat kontribusi dari persepsi terhadap dukungan sosial dan grit secara bersama-sama pada motivasi akademik. Pengukuran motivasi akademik pada penelitian ini menggunakan Academic Motivation Scale (AMS), persepsi terhadap dukungan sosial diukur dengan menggunakan Social Provisions Scale (SPS) dan grit diukur dengan Grit Short Scale (GRIT-S). Data dalam penelitian ini didapatkan dengan menggunakan kuesioner yang disebarkan secara daring. Sebanyak 222 siswa SMA yang sedang menjalani PJJ dilibatkan dalam penelitian ini, dan berdasarkan analisis multiple linear regression, didapatkan hasil bahwa persepsi terhadap dukungan sosial dan grit secara bersama-sama memiliki kontribusi yang signifikan senilai 8.7% terhadap motivasi akademik (F = 10.3, R = 0.087, Adjusted R = 0.078, p<0.05). Oleh karena itu, penting bagi pihak-pihak terkait untuk menjaga dan mengembangkan dukungan sosial dan juga grit pada siswa agar motivasi akademik dapat tetap baik walaupun dihadapkan pada kondisi PJJ.

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The change in learning activities from face-to-face classes to distance learning brings various changes that can cause a decrease of student’s enthusiasm and involvement. This changes is caused by a decrease in academic motivation in high school students. Academic motivation can be increased by internal factors, namely perceived social support and grit. This study wants to see the contribution of perceived social support and grit on academic motivation. This study use Academic Motivation Scale (AMS) for measuring academic motivation, Social Provisions Scale (SPS) for measuring perceived social support, and Grit Short Scale (GRIT-S) for measuring grit. The data in this study were obtained using a questionnaire distributed through online platform. A total of 222 high school students who were undergoing PJJ were involved in this study. Based on multiple linear regression analysis, it was found that the perceived social support and grit had a significant contribution of 8.7% to academic motivation (F = 10.3, R = 0.087, Adjusted R = 0.078, p = 0.05). Therefore, related parties need to maintain and develop social support and grit for students so that academic motivation can remain high even when faced with distance learning conditions."

"Metode pembelajaran jarak jauh yang diterapkan di Indonesia memunculkan berbagai kendala bagi siswa. Seperti beban tugas, kejenuhan, rasa malas dan kurang peduli pada sekolah, yang pada akhirnya berdampak pada penurunan motivasi akademik. Penelitian ini bertujuan untuk mengetahui apakah terdapat peran dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan terhadap motivasi akademik. Partisipan penelitian ini adalah siswa SMA di Indonesia yang sedang menjalani pembelajaran jarak jauh (N=223). Terdapat tiga alat ukur yang digunakan dalam penelitian ini, yakni Academic Motivation Scale Short Indonesian Version untuk mengukur motivasi akademik, Social Provisions Scale untuk mengukur dukungan sosial dari orang tua yang dipersepsikan oleh siswa, dan Self-Regulated Online Learning untuk mengukur self-regulated learning. Data yang dikumpulkan kemudian diolah menggunakan teknik statistik analisis regresi berganda. Hasil penelitian menunjukkan bahwa dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan berperan terhadap motivasi akademik sebesar 18,2% (R2=0,182, p<0,05), dimana self-regulated learning memberikan sumbangan terbesar yakni 18,9% dan -0,7% sisanya merupakan sumbangan dari dukungan sosial dari orang tua yang dipersepsikan oleh siswa. Oleh karena itu, self-regulated learning dapat dikatakan sebagai faktor yang penting dimiliki oleh siswa untuk menjaga dan meningkatkan motivasi akademiknya.

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The distance learning method applied in Indonesia raises various difficulties for students. These include workload, boredom, feeling lazy, and lacking in attentiveness about school, which in turn has an impact on the declining of academic motivation. This study aims to determine whether there is a role of a perceived social support from parents and self-regulated learning simultaneously toward academic motivation. The participants of this study are high school students in Indonesia who are undergoing distance learning (N=233). There are three measuring tools that are used in this study, namely Academic Motivation Scale Short Indonesian Version to measure academic motivation, Social Provisions Scale to measure perceived social support, and Self-Regulated Online Learning to measure self-regulated learning. The data collected is processed using multiple regression statistical techniques. The result of the study showed that there is a role of perceived social support from parents and self- regulated learning simultaneously toward academic motivation by 18,2% (R2=0,182, p<0,05), where self-regulated learning gave the largest contribution, namely 18.9% and the remaining - 0.7% is a contribution from perceived social support from parents. Therefore, self-regulated learning is said to be an important factor for students to maintain and improve their academic motivation."