Learning Facilities, Methods, and Media: Effects on Vocational Student Interest

Abstract

Learning interest is widely regarded as a precondition for effective engagement in vocational education, yet the relative contribution of learning facilities, teaching methods, and instructional media to this interest is rarely tested jointly in a single model. This study examined the effect of learning facilities, teaching methods, and instructional media on the learning interest of grade XI Office Management students at SMK Negeri 4 Makassar. A quantitative correlational design was employed, and data were collected from 81 respondents through a Likert-scale questionnaire (10 items per variable). Descriptive statistics showed that all four variables fell predominantly in the "good" category. Classical assumption tests confirmed linear relationships for all three predictors, normally distributed residuals, and no multicollinearity (VIF between 1.465 and 1.827). Pearson correlation showed that learning facilities (r = 0.395), teaching methods (r = 0.425), and instructional media (r = 0.507) were each significantly, positively correlated with learning interest (all p < 0.001). Multiple regression confirmed this pattern: the model was significant, F (3, 77) = 10.635, p < 0.001, explaining 29.3% of the variance in learning interest (R² = 0.293). Instructional media contributed the largest share of explained variance (16.9%), followed by teaching methods (6.8%) and learning facilities (5.6%). These findings suggest that, among the three factors tested, instructional media is the most substantively important lever for cultivating vocational students' learning interest, without diminishing the complementary contributions of adequate facilities and effective teaching methods.