Effects of learning methods and self-motivation on students' computational thinking skills - Aldino Ismail Valentino; Tutik Susilowati (JIKAP (Jurnal Informasi dan Komunikasi Administrasi Perkantoran), 2025)
Abstrak: Penelitian ini bertujuan untuk menganalisis (1) pengaruh langsung metode pembelajaran terhadap kemampuan berpikir komputasional, (2) pengaruh langsung motivasi diri terhadap kemampuan berpikir komputasional, dan (3) peran motivasi diri sebagai mediator antara metode pembelajaran dan kemampuan berpikir komputasional pada siswa Kelas X MPLB SMK Negeri 6 Surakarta. Penelitian kuantitatif ini menggunakan analisis statistik dengan pendekatan metode Partial Least Squares-Structural Equation Modeling (PLS-SEM) menggunakan SmartPLS. Sampel dalam penelitian ini berjumlah 85 siswa. Hasil penelitian menunjukkan bahwa (1) metode pembelajaran berpengaruh positif dan signifikan terhadap kemampuan berpikir komputasional (p-value: 0.000, β: 0.693, t-statistics: 15.211). (2) Motivasi diri juga memberikan pengaruh positif dan signifikan (p-value: 0.000, β: 0.581, t-statistics: 6.073). Temuan lain mengungkapkan adanya (3) pengaruh tidak langsung metode pembelajaran terhadap kemampuan berpikir komputasional melalui motivasi diri (p-value: 0.000, β: 0.451, t-statistics: 5.668). Hasil ini menunjukkan bahwa metode pembelajaran yang baik dapat meningkatkan motivasi siswa, yang pada akhirnya mendorong peningkatan kemampuan berpikir komputasional. Penelitian ini memberikan implikasi penting bagi pendidik dalam merancang metode pembelajaran yang efektif dan memotivasi siswa. Kata kunci: analisis statistik; implikasi; kuantitatif; mediator; SmartPLSAbstract: This study aimed to analyze: (1) the direct effect of learning methods on computational thinking skills, (2) the direct effect of self-motivation on computational thinking skills, and (3) the mediating role of self-motivation between learning methods and computational thinking skills among Grade X Office Administration and Business Services (OABS) students at SMK Negeri 6 Surakarta. Methods: This quantitative research employed statistical analysis using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with SmartPLS software. The sample comprised 85 students selected through stratified random sampling. Data were collected using validated 4-point Likert scale questionnaires and analyzed through both outer and inner model assessments. Results: The findings revealed that: (1) learning methods demonstrated a positive and significant effect on computational thinking skills (p = 0.000, β = 0.693, t = 15.211); (2) self-motivation exhibited a positive and significant effect on computational thinking skills (p = 0.000, β = 0.581, t = 6.073); and (3) self-motivation significantly mediated the relationship between learning methods and computational thinking skills (p = 0.000, β = 0.451, t = 5.668). Conclusion: These results indicate that effective learning methods enhance student motivation, which subsequently improves computational thinking skills. The study provides important implications for educators in designing effective and motivating instructional approaches that foster 21st-century computational competencies. Keywords: implications; mediator; SmartPLS; statistical analysis; quantitative