Pengaruh Persepsi Terhadap Fasilitas Laboratorium Komputer  dan Minat Belajar Terhadap Hasil Belajar Autocad Siswa

Lady Maria Monica Agustine Fonataba; Wahyu Dwi Mulyono

doi:10.59698/kognisi.v3i2.620

Authors

Lady Maria Monica Agustine Fonataba Universitas Negeri Surabaya
Wahyu Dwi Mulyono Universitas Negeri Surabaya

DOI:

https://doi.org/10.59698/kognisi.v3i2.620

Keywords:

Autocad, Fasilitas Laboratorium Komputer, Hasil Belajar, Minat Belajar, Pendidikan Vokasi

Abstract

Penelitian ini bertujuan menguji kontribusi persepsi siswa terhadap fasilitas laboratorium komputer dan minat belajar terhadap hasil belajar AutoCAD pada Program Keahlian Konstruksi Gedung dan Sanitasi (KGS). Penelitian menggunakan desain kuantitatif ex post facto dengan penafsiran asosiatif, bukan kausal. Sampel analitik mencakup 103 siswa kelas X dari tiga kelas KGS yang memiliki data lengkap. Persepsi terhadap fasilitas laboratorium diukur dengan 24 butir, minat belajar dengan 18 butir, sedangkan hasil belajar diukur melalui tugas praktik AutoCAD menggunakan rubrik tujuh komponen. Konsistensi internal instrumen tergolong baik (α = 0,869 dan α = 0,901). Data lapangan menunjukkan hanya 16 siswa (15,5%) memiliki laptop pribadi, sedangkan 87 siswa (84,5%) tidak memilikinya; observasi juga menemukan beberapa perangkat laboratorium yang tidak berfungsi optimal. Hasil regresi sederhana menunjukkan bahwa fasilitas laboratorium tidak berkontribusi signifikan terhadap hasil belajar, B = -0,092, t(101) = -0,814, p = 0,418, R² = 0,007. Minat belajar juga belum menunjukkan kontribusi signifikan, B = -0,237, t(101) = -1,838, p = 0,069, R² = 0,032. Secara simultan, kedua prediktor tidak signifikan, F(2, 100) = 1,773, p = 0,175, R² = 0,034. Temuan ini tidak menunjukkan bahwa fasilitas dan minat tidak penting, tetapi mengindikasikan bahwa keduanya belum cukup menjelaskan variasi keterampilan AutoCAD. Peningkatan pembelajaran perlu memadukan pemerataan akses perangkat, perbaikan laboratorium, latihan terstruktur, umpan balik formatif, dan pengukuran faktor lain seperti kemampuan awal, literasi digital, efikasi diri, serta regulasi diri.

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