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Hardini Indahing Budi
Sekolah Menengah Kejuruan Negeri 1 Boyolangu, Indonesia
Education

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PENGARUH TEKNOLOGI PEMBELAJARAN TERHADAP KEPUASAN SISWA JURUSAN MPLB DENGAN PENGALAMAN BELAJAR SEBAGAI VARIABEL MEDIASI Sita Anggraeni Putri Buldani; Triesninda Pahlevi; Hardini Indahing Budi
Jurnal Manajemen Pendidikan Vol. 11 No. 5 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i5.3568

Abstract

Digital transformation has encouraged vocational education institutions to integrate technology into learning, yet its use among students remains varied, potentially affecting their learning experience and satisfaction, as observed among tenth-grade students of the Office Management and Business Services (MPLB) program at SMKN 1 Boyolangu, Tulungagung. This study aims to investigate the effect of learning technology on student satisfaction, with learning experience as a mediating variable. A quantitative approach was applied in this study, involving a sample of 105 students. Data were gathered through a questionnaire, while Partial Least Squares Structural Equation Modeling (PLS-SEM) was utilized to analyze the resulting data with the assistance of SmartPLS 4. The findings revealed that learning technology exerted a positive and significant influence on student satisfaction, both directly and indirectly through learning experience as a mediator. Learning technology also strongly affects learning experience, which in turn shapes student satisfaction. Learning experience acts as a partial mediator, with the direct effect of learning technology remaining more dominant. These findings confirm the relevance of integrating the Technology Acceptance Model, Social Cognitive Theory, and Expectation-Confirmation Theory in explaining student satisfaction, while underscoring the importance of schools designing technology-based learning strategies that enrich students' learning experience.
PENGARUH LITERASI DIGITAL DAN SELF-EFFICACY TERHADAP KEMAMPUAN TEKNOLOGI PERKANTORAN SISWA DENGAN DIGITAL LEARNING ENGAGEMENT SEBAGAI VARIABEL MEDIASI Dea Yuana Tantri; Siti Sri Wulandari; Hardini Indahing Budi
Jurnal Manajemen Pendidikan Vol. 11 No. 5 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i5.3705

Abstract

Vocational high school graduates are expected to master office technology, yet Office Management students at SMKN 1 Boyolangu Tulungagung still show suboptimal competence, particularly in resolving technical problems independently and verifying AI-generated output critically. This study examines the effects of digital literacy and self-efficacy on office technology competence, both directly and through digital learning engagement. This explanatory cross-sectional quantitative study involved 140 grade XI and XII students selected purposively from seven classes. The instrument passed validity and reliability tests in a pilot study. Data were collected through a five-point Likert questionnaire and documentation of practical scores, then analyzed using SEM-PLS with 5,000 bootstrapping subsamples. Digital literacy and self-efficacy positively and significantly affected digital learning engagement and office technology competence, and engagement positively and significantly affected competence. Engagement partially mediated the effect of digital literacy but did not mediate the effect of self-efficacy. The model explained 64.2% of the variance in office technology competence. This study integrates digital literacy, self-efficacy, and digital learning engagement in one structural model, measures competence through practical scores, and targets vocational students, showing that digital literacy is the most dominant predictor of office technology competence.
PENGARUH PENGGUNAAN ARTIFICIAL INTELLIGENCE DAN LITERASI DIGITAL TERHADAP KEMANDIRIAN BELAJAR SISWA DENGAN SELF-REGULATED LEARNING SEBAGAI VARIABEL MEDIASI Saila Salsabila; Siti Sri Wulandari; Hardini Indahing Budi
Jurnal Manajemen Pendidikan Vol. 11 No. 5 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i5.3707

Abstract

Students’ learning independence in vocational schools remains low even though access to Artificial Intelligence (AI) is widespread, because many students use AI as a shortcut to finish assignments without verifying its answers. This research seeks to analyze the effect of AI use and digital literacy on students’ learning independence, with self-regulated learning (SRL) as a mediating variable. This explanatory quantitative study involved 150 Office Management students at SMK Negeri 1 Boyolangu selected through proportionate stratified random sampling. Data were collected using a five-point Likert questionnaire and examined with PLS-SEM in SmartPLS 4.0. The results indicate that AI use has no direct effect on learning independence, whereas digital literacy has a positive and significant effect. Both AI use and digital literacy positively affect SRL, and SRL positively affects learning independence (β = 0.511). SRL fully mediates the effect of AI use and partially mediates the effect of digital literacy. The most dominant variable positively affecting learning independence is SRL. Future studies are advised to distinguish the purpose and intensity of AI use, add variables such as learning motivation or teacher support, and apply longitudinal or experimental designs across more diverse schools and educational levels.
Co-Authors Dea Yuana Tantri Saila Salsabila Sita Anggraeni Putri Buldani Siti Sri Wulandari Triesninda Pahlevi