The Dominant Influence of Internship, Motivation, and Facilities on Vocational High School Students’ Welding Competency

Abstract

This study aims to analyze: 1) the degree of contribution of industrial work practice (PKL) experience on welding competency, 2) the degree of contribution of learning motivation on welding competency, 3) the degree of contribution of workshop facilities on welding competency, and 4) the simultaneous contribution of PKL experience, learning motivation, and workshop facilities on welding competency of 12th grade students at SMKN 1 Duduksampeyan Gresik in the 2024/2025 academic year. This research employed a quantitative approach with an ex-post facto design. The subjects comprised the entire population of 12th grade students in the Welding Engineering Program at SMKN 1 Duduksampeyan, totalling 104 students, selected using the total sampling method. The subjects were selected using a total sampling method. Data were collected using questionnaires to measure PKL experience, learning motivation, and workshop facilities, as well as documentation of Skill Competency Test scores to measure welding competency. The instruments were subjected to validity and reliability testing, with all questionnaire items declared valid and reliable. Data analysis was performed using simple linear regression and multiple linear regression. The research results indicate that partially, PKL experience, learning motivation, and workshop facilities have a positive and significant effect on welding competency of 12th grade students at SMKN 1 Duduksampeyan Gresik in the 2024/2025 academic year. The magnitude of the coefficient of determination (r2) for each variable sequentially is: PKL experience (84,8%), learning motivation (84,5%), and workshop facilities (68,6%). Furthermore, the simultaneous test results demonstrate a significant collective influence of the three variables on Welding Competency, with a simultaneous contribution (R2) of 92,7%. The effective contribution of each variable's influence was: PKL experience 40,25%, learning motivation 40,37%, and workshop facilities 12,09%. Based on these findings, it is recommended that schools optimize the PKL programs by establishing sustainable partnerships with credible welding companies or workshops, facilitating instructional strategies that foster learning motivation, and providing adequate workshop facilities to consistently maintain the quality of student competency.