The Influence of Self-Efficacy and Learning Motivation on Vocational Teachers' Interest in Developing Digital Learning Media

Ahmad Reza Midfaruddin; Marsono

doi:10.62238/jupsi.v4i2.453

Authors

Ahmad Reza Midfaruddin Universitas Negeri Malang, Malang, Indonesia Author
Marsono Universitas Negeri Malang, Malang, Indonesia Author

DOI:

https://doi.org/10.62238/jupsi.v4i2.453

Keywords:

digital learning media, learning motivation, self-efficacy, vocational teachers

Abstract

Digital transformation in vocational education requires teachers not only to use technology but also to develop digital learning media that respond to practical and occupational learning needs. HoweTemuan ini menunjukkan bahwa transformasi digital pendidikan vokasi memerlukan strategi kelembagaan yang memperkuat keyakinan diri, motivasi belajar berkelanjutan, penyediaan teknologi, dan pengembangan profesional guru secara sistematison vocational teachers’ interest in developing digital learning media. Using a quantitative ex post facto correlational design, data were collected from 70 teachers at SMKN 10 Malang through a 45-item five-point Likert questionnaire. Data were analyzed using validity and reliability testing, normality and classical assumption tests, multiple linear regression, t-tests, F-test, and coefficient of determination. The results showed that self-efficacy and learning motivation positively and significantly predicted teachers’ interest, both individually and simultaneously, with learning motivation emerging as the stronger predictor. Together, the two variables explained 66.1% of the variance in teachers’ interest. These findings indicate that sustainable digital transformation in vocational education requires institutional strategies that strengthen teachers’ confidence and continuous motivation to learn alongside technological provision and ongoing professional development support systematically.

Transformasi digital dalam pendidikan vokasi menuntut guru tidak hanya menggunakan teknologi, tetapi juga mengembangkan media pembelajaran digital yang sesuai dengan karakteristik pembelajaran praktis dan kebutuhan dunia kerja. Namun, minat guru untuk mengembangkan media digital berkaitan dengan kesiapan psikologis, terutama efikasi diri dan motivasi belajar. Penelitian ini menganalisis pengaruh parsial dan simultan efikasi diri dan motivasi belajar terhadap minat guru kejuruan dalam mengembangkan media pembelajaran digital. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional ex post facto yang melibatkan 70 guru SMKN 10 Malang. Data dikumpulkan menggunakan kuesioner skala Likert lima tingkat yang terdiri atas 45 pernyataan. Analisis mencakup uji validitas dan reliabilitas, normalitas, asumsi klasik, regresi linear berganda, uji t, uji F, dan koefisien determinasi. Hasil penelitian menunjukkan bahwa efikasi diri dan motivasi belajar berpengaruh positif dan signifikan terhadap minat guru, baik secara parsial maupun simultan, dengan motivasi belajar sebagai prediktor yang lebih kuat. Kedua variabel mampu menjelaskan 66,1% variasi minat guru. Temuan ini menunjukkan bahwa transformasi digital pendidikan vokasi memerlukan strategi kelembagaan yang memperkuat keyakinan diri, motivasi belajar berkelanjutan, penyediaan teknologi, dan pengembangan profesional guru secara sistematis.

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