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All Journal ARSY : Jurnal Aplikasi Riset kepada Masyarakat Eduvest - Journal of Universal Studies
Agnestiara, Asrianti Clara
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Aerospace Engineering Humanities Computer Science & IT Health Professions Neuroscience Social Sciences

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How Technological Self-Efficacy Influences Academic Engagement: The Mediating Role of Learning Motivation Among Vocational Students Agnestiara, Asrianti Clara; Dewi, Fransisca Irina Roesmala; Triatri, Sri
Eduvest - Journal of Universal Studies Vol. 5 No. 10 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i10.52121

Abstract

The development of technology in the digital era requires the readiness of Vocational High School students, especially in the field of technology and information systems, to optimize the use of technology in the learning process. This challenge is related to students’ academic engagement, which is influenced by technology self-efficacy and learning motivation. This study aims to analyze the relationship between technology self-efficacy and academic engagement, as well as to examine the mediating role of learning motivation in this relationship. This study employs a non-experimental quantitative approach with a correlational design involving students majoring in Network and Application Information Systems, Computer and Network Engineering, and Software Engineering at SMK X Jakarta. The instruments used include the School Engagement Measure, the Computer User Self-Efficacy Scale, and the Academic Motivation Scale. Data collection was conducted online, and data analysis was carried out using SEM through JASP and SmartPLS software. The results of the analysis show that technology self-efficacy has a significant effect on academic engagement, both directly and indirectly through learning motivation as a partial mediator. These findings confirm that technology self-efficacy and learning motivation are key factors in enhancing the academic engagement of vocational school students. The practical implications of this research encourage schools and educators to design digital-based training and intervention programs aimed at improving technology self-efficacy and learning motivation, so that the academic engagement of vocational school students can be optimized in facing the challenges of the digital-era workforce.
Psikoedukasi Mengenai Bangun Percaya Diri, Raih Prestasi dengan Teknologi Dewi, Fransisca Iriani Roesmala; Agnestiara, Asrianti Clara; Tiarti, Sri
ARSY : Jurnal Aplikasi Riset kepada Masyarakat Vol. 6 No. 3 (2025): ARSY : Jurnal Aplikasi Riset kepada Masyarakat
Publisher : Lembaga Riset dan Inovasi Al-Matani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/arsy.v6i3.1746

Abstract

The psychoeducation program “Building Self-Confidence and Achieving Success through Technology” was implemented to enhance the self-confidence and technological self-efficacy of vocational high school students at SMK Negeri 1 Jakarta. The program was motivated by the condition that some students showed a sufficient level of confidence in using digital technology, which affected their learning motivation and academic engagement. The objective was to strengthen students’ confidence and readiness for digital learning demands. The methods included a needs assessment through observation, interviews, and pre-test; implementation through interactive lectures, digital application simulations, educational games providing mastery experiences, and group reflection; and evaluation using a post-test analyzed with the Wilcoxon Signed-Rank Test. A total of 37 students from three study programs participated in the one-day activity. The results indicated a significant improvement in self-confidence scores from 34.11 to 35.57 (p < 0,001), accompanied by positive behavioral changes such as greater initiative in using technology and increased participation. These findings confirm that experiential learning–based psychoeducation is effective in fostering vocational students’ confidence in digital learning. The program is recommended for continuous implementation and replication in other schools.
Co-Authors Dewi, Fransisca Irina Roesmala Fransisca I. R. Dewi Tiarti, Sri Triatri, Sri