PENGARUH MOTIVASI BELAJAR DAN SELF-REGULATED LEARNING TERHADAP HASIL BELAJAR SISWA SMK PADA ELEMEN GAMBAR TEKNIK
DOI:
https://doi.org/10.51878/vocational.v6i4.16152Keywords:
Motivasi Belajar, Self-Regulated Learning, Hasil Belajar, Gambar Teknik, SMKAbstract
Student learning outcomes on the elements of engineering drawing, especially the skill of drawing manual for simple residential plans, are still not optimal. This condition can be seen from the lack of activeness, enthusiasm, perseverance, ability to manage time, and students' independence in completing learning tasks. This condition shows the need to examine internal factors related to learning outcomes, especially learning motivation and self-regulated learning. This study aims to determine the influence of learning motivation on learning outcomes, the influence of self-regulated learning on learning outcomes, and the simultaneous influence of both on student learning outcomes on engineering drawing elements. The research uses a quantitative approach with an ex post facto type of research. The research was carried out at SMK Negeri 3 Jombang with a sample of 70 students of class X DPIB. Data were collected using a learning motivation questionnaire, a self-regulated learning questionnaire, and a learning outcome practice test in the form of drawing a simple residential plan manual. Data analysis was carried out through descriptive statistics, analytical prerequisite tests, and multiple linear regression to test hypotheses partially and simultaneously. The results showed that learning motivation had a positive and significant effect on learning outcomes with a significance value of 0.042 < 0.05. Self-regulated learning also had a positive and significant effect on learning outcomes with a significance value of 0.004 < 0.05. Simultaneously, learning motivation and self-regulated learning had a positive and significant effect on learning outcomes with a significance value of 0.002 < 0.05. The determination coefficient value of 0.473 showed a contribution of 47.3% to learning outcomes. The conclusions of the study showed that learning motivation and self-regulated learning had a significant effect on student learning outcomes in engineering drawing elements.
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