Mediator of Technology Competence and Solar Panel Module on Satisfaction, Motivation, and Self-Regulated Learning

Farid Baskoro(1), Achmad Imam Agung(2), Fendi Achmad(3), Rifqi Firmansyah(4), Aristyawan Putra Nurdiansyah(5), Wahyu Sasongko Putro(6),

DOI: https://doi.org/10.46843/jpm.v4i4.579


(1) Universitas Negeri Surabaya, Indonesia
(2) Universitas Negeri Surabaya, Indonesia
(3) Universitas Negeri Surabaya, Indonesia
(4) Universitas Negeri Surabaya, Indonesia
(5) Universitas Negeri Surabaya, Indonesia
(6) Nanyang Technological University, Singapore

Abstract

The development of digital technology requires higher vocational education, particularly in engineering, to emphasize practical competency and independent learning. This study aims to analyze active engagement as a mediator in the relationship between technological competency and practical modules on learning satisfaction, motivation, and self-regulated learning. The study used a quantitative-correlation approach with the Structural Equation Modeling–Partial Least Squares (SEM-PLS) analysis technique on 80 electrical engineering students, Surabaya State University (Unesa) who were selected using purposive sampling. The results showed that technological competence had a significant effect on active involvement (? = 0.291; p < 0.01) and motivation (? = 0.276; p < 0.05). The practical module has a significant effect on learning satisfaction, active engagement is the most potent factor influencing learning satisfaction, motivation, and self-regulated learning. Active engagement as a crucial mediating mechanism within the technology-enhanced learning framework is related to engagement-driven learning through collaborative projects, problem-based learning, and digital simulations. These findings are relevant to contributing to the digital transformation of vocational education and the needs of the renewable energy industry.

Keywords

active engagement; learning satisfaction; motivation; practicum module; self-regulated learning; technological competence

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