<![CDATA[This study investigates the structural relationships among block system learning, classroom management, learning motivation, and learning outcomes in vocational secondary education. Utilizing a quantitative ex post facto design, data were gathered using questionnaires and documentation from 197 eleventh-grade students in Computer and Network Engineering across Gowa Regency, Indonesia, selected via proportional random sampling from a total population of 239. Structural Equation Modeling–Partial Least Squares (SEM-PLS) was conducted for empirical analysis. Results demonstrate that block system learning (β = 0.463, p < 0.001) and classroom management (β = 0.420, p < 0.001) exert significant positive effects on learning motivation. Direct effects on learning outcomes were also confirmed for block system learning (β = 0.264, p = 0.001), classroom management (β = 0.159, p = 0.036), and learning motivation (β = 0.207, p = 0.027). Crucially, learning motivation partially mediates the influence of block system learning (β = 0.096, p = 0.040) and classroom management (β = 0.087, p = 0.035) on student learning outcomes. These findings underscore that the success of block scheduling in vocational instruction extends beyond mere time allocation, depending substantially on effective classroom management and heightened student motivation. This research provides solid empirical support for a motivational framework linking instructional design to vocational achievement, offering actionable strategic insights.]]>
Copyrights © 2026
