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All Journal Pesona. Jurnal MEKOM: Media Komunikasi Pendidikan Kejuruan
Haerani
Universitas Negeri Makassar
Arts Education Engineering

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Pengaruh Model Project Based Learning Terhadap Kemampuan Softskill Mahasiswa S1 Tata Busana Pada Mata Kuliah Konstruksi Busana Wanita Mujahidah; Haerani; St. Aisyah
Pesona Vol. 6 No. 1 (2026): April 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/2zzk0p22

Abstract

Penelitian ini menggunakan metode kuantitatif deskriptif yang bertujuan untuk mengetahui (1) penerapan Project Based Learning bagi mahasiswa S1 Tata Busana pada mata kuliah Konstruksi Busana Wanita (2) tingkat kemampuan softskill mahasiswa S1 Tata Busana dengan penerapan model Project Based Learning pada mata kuliah Konstruksi Busana Wanita (3) pengaruh model Project Based Learning terhadap kemampuan softskill mahasiswa S1 Tata Busana pada mata kuliah Konstruksi Busana Wanita. Penelitian ini memiliki jumlah populasi sebanyak 83 mahasiswa dan menggunakan teknik total sampling sehingga sampel yang diambil berjumlah 83 mahasiswa. Data penelitian diperoleh dengan metode observasi, angket, dan dokumentasi. Teknik analisis data yang digunakan yaitu statistik deskriptif, menggunakan uji normalitas dan uji linearitas, sedangkan uji hipotesis menggunakan teknik analisis regresi linear sederhana. Hasil penelitian menunjukkan (1) penerapan model Project Based Learning bagi mahasiswa S1 Tata Busana pada mata kuliah Konstruksi Busana Wanita pada kategori sedang (2) tingkat kemampuan softskill mahasiswa S1 Tata Busana dengan penerapan model Project Based Learning pada mata kuliah Konstruksi Busana Wanita pada kategori sedang (3) terdapat pengaruh model Project Based Learning terhadap kemampuan softskill mahasiswa S1 Tata Busana pada mata kuliah Konstruksi Busana Wanita. Hal ini ditunjukkan dengan nilai dengan nilai Sig 0,000 < 0,05 dengan besar pengaruh sebanyak 56,8%.   Kata Kunci: Model Project Based Learning, Softskill, Konstruksi Busana Wanita
Influence of Speaking Anxiety and Self-Efficacy on English Professional Communication Performance of Culinary Arts Students Andi Khaerun Niza; Perawati Simaremare; Haerani
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 3, August 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mkpk.v13i3.14724

Abstract

Purpose – study aimed to examine the levels of speaking anxiety, self-efficacy, and Professional English Communication Performance among Culinary Arts students at PKK FT UNM and to determine the partial and simultaneous effects of speaking anxiety and self-efficacy on professional English communication performance. Methods – A quantitative explanatory design was employed involving 70 Culinary Arts students who had completed the English language course. Data were collected using questionnaires and analyzed through descriptive statistics and multiple linear regression. Findings – The findings showed that speaking anxiety was categorized as high, whereas self-efficacy and Professional English Communication Performance were categorized as moderate. Speaking anxiety did not significantly affect professional communication performance (t = 1.392, p = 0.169), while self-efficacy had a positive and significant effect (t = 10.547, p < 0.001), with a Standardized Beta coefficient of 0.830. Simultaneously, speaking anxiety and self-efficacy significantly affected professional communication performance (F = 58.777, p < 0.001), explaining 63.7% of its variance (R² = 0.637). Research implications – These findings suggest that vocational English instruction should emphasize self-efficacy development through contextualized and authentic communication activities. However, the findings are limited to Culinary Arts students at a single institution and should therefore be generalized with caution. Originality – This study contributes empirical evidence regarding the relative roles of speaking anxiety and self-efficacy in professional English communication within Culinary Arts vocational education. Future research should examine additional predictors and instructional interventions to strengthen students’ self-efficacy and professional communication competence.
Co-Authors Andi Khaerun Niza Mujahidah Perawati Simaremare St. Aisyah