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All Journal Educational Journal of Learning Technology
Silvana Oroh
Universitas Negeri Manado
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Influence of Teachers' Pedagogic Competence and Instructional Media Use on Student Learning Outcomes in Economics Listriyanti Palangda; Silvana Oroh
Educational Journal of Learning Technology Vol. 4 No. 1 (2026): Educational Journal of Learning Technology (Juni-September 2026)
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/edutech.v4i1.117

Abstract

This study analyzes the influence of teachers' pedagogical competence and instructional media use on student learning outcomes in Economics. A quantitative approach with a causal-correlational design was employed. The population comprised 97 Economics students selected through a census technique. Data were collected using questionnaires and learning outcome tests, then analyzed through classical assumption tests and multiple linear regression. The results show that pedagogical competence has a positive and significant partial effect on learning outcomes (t = 6.026; p < 0.05), as does instructional media use (t = 5.661; p < 0.05). Together, both variables significantly influence learning outcomes (F = 58.120; p < 0.05), explaining 55.1% of the variation in learning outcomes, while other factors explain 44.9%. These findings confirm that optimizing vocational education quality depends on the synergy between solid pedagogical competence and relevant, interactive instructional media.
The Effect of the Problem-Based Learning Model on Motivation and Economics Learning Outcomes Silvana Oroh
Educational Journal of Learning Technology No. 3 (2026): Educational Journal of Learning Technology (May 2026)
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/edutech.v3i3.119

Abstract

This study was motivated by the low motivation and learning outcomes of students in Economics, resulting from the dominance of conventional teaching methods. This research aimed to determine and analyze the effect of the Problem-Based Learning (PBL) model on students' motivation and Economics learning outcomes on the topic of scarcity. A quantitative approach with a quasi-experimental method and a Pretest-Posttest Nonequivalent Control Group Design was employed. The population consisted of 56 students divided into two classes, and a total sampling technique (census) was used, encompassing both the experimental and control classes. Data were collected using a motivation scale questionnaire and a cognitive learning outcome test, then analyzed using descriptive and inferential statistics. The results indicate that: (1) the implementation of the PBL model had a significant effect on student learning motivation, with the experimental class achieving an average score of 84.65 (71.43% in the high category) compared to 68.40 for the control class; and (2) the PBL model had a significant effect on Economics learning outcomes, where the learning mastery percentage in the experimental class reached 85.71% with an average score of 86.20, far surpassing the control class, which achieved only 42.86% mastery with an average score of 67.50. Based on these findings, the PBL model proved effective in enhancing students' affective and cognitive aspects; therefore, it is recommended as an alternative teaching model for Economics in Vocational High Schools.
Co-Authors Listriyanti Palangda