The Influence of Learning Motivation, Discipline, and Teaching Methods on Student Learning Outcomes at SMK Tridharma MKGR Maros
DOI:
https://doi.org/10.70188/943hjm65Trefwoorden:
learning motivation, discipline, teaching methods, learning outcomes, vocational high schoolSamenvatting
This study aims to examine the influence of learning motivation, discipline, and teaching methods on student learning outcomes at SMK Tridharma MKGR Maros. A quantitative approach was employed, involving 30 respondents from the Office Management and Business Services, Computer and Network Engineering, and Marketing programs. Data were collected using a five-point Likert-scale questionnaire consisting of ten statements for each variable and were analyzed through validity and reliability tests, classical assumption tests, Pearson correlation analysis, and multiple linear regression using SPSS. The results showed that learning motivation, discipline, and teaching methods were all perceived by students at a very good level. However, correlation analysis revealed weak and statistically non-significant relationships between each independent variable and learning outcomes, with motivation showing r = 0.259, discipline r = 0.058, and teaching methods r = 0.275 (all p > 0.05). Multiple regression analysis indicated that the three variables jointly accounted for only 13.3 percent of the variance in learning outcomes (R = 0.365, R square = 0.133), and the overall regression model was not statistically significant (F = 1.328, p = 0.287). These findings differ from most previous studies, which generally report positive relationships between motivation, discipline, teaching methods, and learning outcomes in vocational education settings. This discrepancy suggests that factors beyond the three variables examined may play a more decisive role in shaping student learning outcomes at this school. Further research involving larger and more diverse samples is recommended to obtain a more comprehensive understanding of the determinants of learning outcomes in vocational high schools.
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