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All Journal Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan
Ranu Iskandar
Program Studi Pendidikan Teknik Otomotif, Fakultas Teknik, Universitas Negeri Semarang, Jalan Kolonel H. R. Hadijanto, Semarang, Jawa Tengah 50229, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Mathematics Physics Social Sciences

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Pengaruh Efikasi Diri dan Kesiapan Belajar terhadap Hasil Belajar Mata Kuliah Perencanaan Pembelajaran dan Microteaching dengan Motivasi Belajar sebagai Variabel Intervening Bayu Tirta; Ranu Iskandar; Rizqi Fitri Naryanto
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i4.699

Abstract

This study aims to analyze the influence of self-efficacy and learning competency on students’ learning outcomes in the Learning Planning and Microteaching course, both directly and through learning motivation as an intervening variable. The research also explores how self-efficacy and learning readiness affect students’ motivation to learn and how this motivation contributes to improved learning outcomes. This quantitative study involved 69 students of the Automotive Engineering Education Program at Semarang State University and was conducted from January to September 2025. Data were collected using a questionnaire and analyzed with SmartPLS 4, including tests of validity, reliability, R-square, F-square, and Goodness of Fit (GoF). The results revealed that hypotheses H2, H4, H5, H6, and H7 were accepted with significance values below 0.05, indicating significant relationships among the tested variables. Specifically, self-efficacy significantly affected learning motivation, while learning readiness had a significant impact on both motivation and learning outcomes through the mediating role of learning motivation. The GoF value of 0.684 indicates that the model demonstrates a strong overall fit, suggesting that the combined outer and inner model performance is in the high category. These findings highlight the essential role of motivation as a bridge between self-efficacy, learning competency, and academic achievement in vocational teacher education.
Pengaruh Model Pembelajaran terhadap Motivasi Belajar Siswa SMK: Studi Meta Analisis Muhammad Ilham Surachman; Ranu Iskandar; Rizqi Fitri Naryanto
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i4.700

Abstract

The purpose of this study is to conduct a meta-analysis that measures the influence of several learning models such as cooperative learning, project-based learning, and problem-based learning. Data were collected from previous articles gathered through Google Scholar and Semantic Scholar. Keywords used combinations of learning models, cooperative learning, project-based learning, problem-based learning, learning motivation, learning motivation, and vocational high school (SMK). This meta-analysis research follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Data processed using JASP software included effect size and standard error to generate forest plots. The analysis results show an effect size value of 0.579, which means there is a quite significant influence between learning models and vocational high school students' learning motivation. Analysis by field of expertise shows results for information technology (0.704, 95% CI -0.369, 1.778), manufacturing and engineering technology (0.651, 95% CI -0.671, 1.972), and business and management (0.164, 95% CI -0.904, 1.232) are not yet significant because the p-value > 0.05. Analysis of learning model variables shows problem-based learning (0.338, 95% CI -0.709, 1.384), project-based learning (-0.283, 95% CI -1.377, 0.810), and cooperative learning (-0.356, 95% CI -2.095, 1.382) are less significant with p > 0.05. These results indicate that although learning models have the potential to increase learning motivation in general, the effectiveness of these models requires more in-depth study with broader data.
Pengaruh Media Pembelajaran terhadap Motivasi Belajar Siswa SMK: Meta Analisis Kaka Ibnu Zaki; Ranu Iskandar; Rizqi Fitri Naryanto
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i4.701

Abstract

This study aims to evaluate the effect of learning media on the learning motivation of Vocational High School (SMK) students. The method used in this study is a meta-analysis with data collected through Google Scholar and Semantic Scholar in September 2025. The search keywords used Indonesian with a combination of the variables "learning media" (animation, video, PowerPoint, and teaching modules) and "learning motivation of vocational high school students". The data analyzed were in the form of Effect Size (ES) and Standard Error (SE) values ​​to produce a forest plot containing interval coefficients in each study. Calculations of heterogeneity, publication bias, and fail-safe N were also carried out to ensure the validity of the results. Of the 79 articles searched, 20 articles met the criteria for analysis. The results of the meta-analysis showed that learning media had a significant effect on student learning motivation with a summary effect of 0.849, z = 7.399, p < 0.001, and a 95% CI interval coefficient [0.624; 1.074]. Heterogeneity analysis yielded Q = 1065.072 with p < 0.001 and I² = 97.18% indicating a very high variation between studies. Subgroup analysis based on expertise program showed that Accounting and Finance had a value of -0.161 (95% CI [-0.617; 0.295]), while Automotive Engineering was 0.072 (95% CI [-1.081; 1.225]). Both were insignificant, as p > 0.05. Subgroup analysis based on learning media type also showed insignificant results: animation = 0.225 (95% CI [-1.020; 1.470]), teaching module = -0.125 (95% CI [-0.776; 0.526]), PowerPoint = 0.110 (95% CI [-0.574; 0.794]), and video = 0.215 (95% CI [-0.428; 0.859]). The Egger test showed a p value of 0.662, indicating no indication of publication bias. Furthermore, the fail-safe N value of 10,614 far exceeded the threshold of 110, confirming the reliability of this study. Overall, these findings emphasize the importance of utilizing learning media in increasing vocational high school students' learning motivation, although the effectiveness of specific media types still requires further study.
Pengaruh Gaya Belajar dan Kemandirian Belajar terhadap Hasil Belajar Mata Kuliah Sistem Air Conditioner dengan Motivasi Belajar sebagai Variabel Intervening Muhammad Fuad Al Hazamy; Ranu Iskandar; Rizqi Fitri Naryanto
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i4.702

Abstract

This study aims to analyze the influence of learning styles and learning independence on student learning outcomes in the Air Conditioner System course. In addition to the direct influence, this study also examines the role of learning motivation as a mediating variable in the relationship between learning styles and learning independence on student learning outcomes in the Automotive Engineering Education Study Program. This study uses a quantitative approach with a data collection method through a questionnaire conducted from January to September. Instrument testing and validity were carried out on independent variables (learning styles and learning independence), dependent variables (learning outcomes), and intervening variables (learning motivation). Data analysis was carried out using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) approach with the help of SmartPLS 3 software. The analysis stages include: 1) evaluation of the outer model to test the validity and reliability of the constructs; 2) evaluation of the inner model to assess the relationship between latent constructs; and 3) significance testing through bootstrapping techniques to obtain t-statistics and p-values ​​as the basis for hypothesis testing. The results showed that learning styles had a significant but negative effect on learning outcomes (p = 0.005), while learning independence had a significant and positive effect (p = 0.006). Meanwhile, learning motivation did not play a significant role as a mediating variable in the relationship between learning styles and learning independence on learning outcomes (p = 0.443 and p = 0.491). The results of the study demonstrate that learning styles and learning independence have a direct effect on learning outcomes, but learning motivation cannot mediate the relationship between learning styles and learning independence on learning outcomes.
Co-Authors Aditya Prasetyo Amirrudin Fatah Bayu Tirta Gigih Wibowo Iqbal Kend Pratama Kaka Ibnu Zaki Muhammad Fuad Al Hazamy Muhammad Galuh Aji Mahardika Lanang Sukoco Muhammad Ilham Surachman Naufal Gesang Raharjo Restu Kurnia Ramadhani Rizki Maulana Rizqi Fitri Naryanto Sasetyo Komara Sulistio Cokro