THE INFLUENCE OF SELF-EFFICACY AND SELF-REGULATION ON LEARNING MOTIVATION IN SIMULATION OF IMMERSIVE VIRTUAL REALITY-BASED LAPTOP ASSEMBLY PRACTICUM
DOI:
https://doi.org/10.18316/rcd.v16i43.11808Palabras clave:
Self-efficacy, Self-Regulation, Motivation to Learning, Laptop Assembly, Immersive Virtual RealityResumen
The purpose of this study was to determine the effect of self-efficacy on learning motivation, the effect of self-regulation on learning motivation, and the effect of self-efficacy and self-regulation on learning motivation in immersive virtual reality-based laptop assembly simulation. The population and sample of this study amounted to 68 students from the 2nd and 3rd year batches at the Department of Informatics Engineering, Faculty of Engineering and Vocational Education, Universitas Pendidikan Ganesha, Bali-Indonesia. This study uses a quantitative approach with a survey method to collect data. Data collection techniques in the form of instruments in the form of a questionnaire using a semantic differential scale. The data analysis technique used is multiple linear regression analysis, classical assumption test, t-test, F-test and the coefficient of determination. The results of the analysis show that self-efficacy has a positive and significant effect on learning motivation, the value of t-calculated> t-table (4.186>1998). While self-regulation has a positive and significant effect on learning motivation, the value of t-calculated> t-table (3.226>1998). The results of the analysis also show that there is a positive and significant influence between self-efficacy and self-regulation on learning motivation in the simulation of immersive VR-based laptop assembly practicum, where the value of F-calculated> F-table (16.453>3.150).
Citas
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