Determinants of Vocational Students' Learning Outcomes in the Era of Construction Digitalization: The Role of Digital Literacy, Learning Motivation, and School Support

Siti Malikha; Tri Kuncoro; Imam Alfianto

doi:10.55681/nusra.v7i4.6561

Authors

Siti Malikha Universitas Negeri Malang
Tri Kuncoro Universitas Negeri Malang
Imam Alfianto Universitas Negeri Malang

DOI:

https://doi.org/10.55681/nusra.v7i4.6561

Keywords:

Digital Literacy, Learning Motivation, School Support, Learning Outcomes, Vocational Education

Abstract

The rapid digitalization of the modern construction industry necessitates vocational students in the Building Information Modeling and Design (DPIB) program to possess robust digital literacy, intrinsic learning motivation, and comprehensive school support. This study systematically investigates the partial and simultaneous effects of these three determinants on student learning outcomes. Employing a quantitative ex-post facto correlational design, empirical data were gathered from a proportionally randomized sample of 132 tenth-grade DPIB students across four Vocational High Schools in Malang Raya. Data analysis utilizing multiple linear regression revealed that digital literacy, learning motivation, and school support exert a significant and positive impact on learning outcomes, both individually and collectively . Notably, digital literacy emerged as the most dominant partial predictor. However, the simultaneous contribution of these predictors accounted for only 11.0% of the total variance in academic achievement. This critical finding indicates that while foundational cognitive literacies and physical institutional backing are statistically essential, they remain insufficient to holistically capture vocational competence. The study concludes that future research must investigate the remaining unmeasured variance by directly examining the acquisition of tacit knowledge through work-based learning and industry-school alignments.

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