Pengaruh Sarana Pembelajaran Digital dan Kompetensi Digital Guru terhadap Kinerja Guru SMK Negeri 2 Kupang dengan Motivasi Berprestasi sebagai Variabel Intervening

NGONGO, Adrianus (2023) Pengaruh Sarana Pembelajaran Digital dan Kompetensi Digital Guru terhadap Kinerja Guru SMK Negeri 2 Kupang dengan Motivasi Berprestasi sebagai Variabel Intervening. Masters thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

The 4.0 Industrial Revolution has pushed global society to increasingly become digitized and because of that it is mandatory to improve self quality to keep pace with ongoing developments and changes. Teachers as one of important components in creating quality human resources need to equip themselves with digital learning tools and digital competencies to support their good performance. This study aims to analyze the effect of digital learning facilities, teacher’s digital competence on teacher’s performance at SMK Negeri 2 Kupang with Achievement Motivation as an Intervening Variable. This is a quantitative research. Population and sample is 96 respondents. It applied primary data. Data collection is carried out through questionnaire. Data analysis technique applied is descriptive and inferential statistical analysis. The results of inferential statistical analysis showed that digital learning facilities (X1) had a positive and significant influence on achievement motivation (Z) and teacher’s performance (Y), teacher’s digital competence (X2) had positive and significant influence to achievement motivation (Z) and teacher’s performance (Y), achievement motivation (Z) had negativ but significant influence to teacher’s performance (Y). Mediation test result showed that achievement motivation did not mediate the influence of digital learning facilities to teacher’s performance but achievement motivation mediated the influence of teacher’s digital competence on teacher’s performance. Adjusted R2 score for teacher’s performance is 0,985 and achievement motivation is 0,854 which means that digital learning facilities, teacher’s digital competence and achievement motivation variables contributed 98,5% for teacher’s performance. Meanwhile digital learning facilities and teacher’s digital competence variables contributed 85,4% to achievement motivation.

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