Maftuh Ikhsan Ramdani, Deddy Supriyatna, Ananda Yhuto Wibisono Putra

The Influence of TKRO Workshop Practical Facilities and Infrastructure on Student Learning Outcomes

Introduction

The influence of tkro workshop practical facilities and infrastructure on student learning outcomes. Explore how TKRO workshop facilities & infrastructure influence vocational student learning outcomes. Research shows a significant 11.9% contribution, vital for boosting educational quality.

Abstract

Low student learning outcomes in certain competency elements of vocational education raise concerns about the adequacy of supporting factors, particularly facilities and infrastructure. This study aims to examine the influence of workshop facilities and infrastructure in the TKRO practicum on student learning outcomes at SMK Negeri 5 Kota Serang. Using a quantitative approach with a descriptive method, data were collected from classes XI TKR 1 and XI TKR 2, totaling 73 students selected through simple random sampling. The research data passed statistical assumption tests and were further analyzed using simple linear regression, yielding an R Square value of 0.119. This indicates that workshop facilities and infrastructure contribute 11.9% to the variation in student learning outcomes. It can be concluded that although the influence is not dominant, facilities and infrastructure still significantly affect student achievement. The findings of this study are expected to serve as a reference for schools and policymakers in evaluating and improving vocational workshop facilities to enhance educational quality. Furthermore, this research highlights the importance of integrating physical resources with pedagogical practices to maximize their impact. One of the study's novel contributions is the identification of a gap between perceived adequacy of facilities and actual student performance, which emphasizes the need for better alignment between infrastructure use and instructional design. Therefore, improving learning outcomes in vocational education requires not only complete facilities but also competent teaching, motivated learners, and a structured learning environment.

Review

The submitted manuscript, "The Influence of TKRO Workshop Practical Facilities and Infrastructure on Student Learning Outcomes," addresses a pertinent issue within vocational education: the relationship between physical learning environments and student achievement. The abstract clearly articulates the study's objective to quantify the impact of workshop facilities and infrastructure on student learning outcomes in a specific vocational context. Utilizing a quantitative descriptive approach with simple linear regression, the authors report a significant but modest contribution (R-squared = 0.119) of facilities to student learning, indicating that while influential, it is not the sole or dominant factor. This initial presentation suggests a focused investigation into a relevant educational challenge. One of the key strengths of this study lies in its direct and quantitative approach to a topic often discussed anecdotally. The clear objective, coupled with a well-defined methodology involving a specific student sample and appropriate statistical analysis, lends credibility to its findings. The authors' conclusion that facilities, despite a non-dominant influence, still significantly affect student achievement offers valuable empirical evidence for educational stakeholders. Furthermore, the abstract highlights a novel contribution: the identification of a gap between perceived facility adequacy and actual student performance. This insight moves beyond merely advocating for better facilities to emphasizing the critical need for better alignment between infrastructure use and instructional design, thereby offering a more nuanced perspective on resource deployment. While the study provides a valuable snapshot, some aspects warrant further consideration in the full paper. The R-squared value of 0.119, though statistically significant, indicates that a substantial portion of the variance in learning outcomes remains unexplained by facilities alone. This naturally leads to the authors' own acknowledgement that other factors such as teaching competency, student motivation, and learning environment structure are crucial. For future research, exploring these multifaceted influences through multivariate analysis or mixed-methods approaches could provide a more holistic understanding. Additionally, a deeper dive into *how* the facilities are utilized, the quality of maintenance, and their direct interaction with pedagogical practices, rather than just their existence, would significantly enrich the study's impact and offer more actionable recommendations for improving vocational education quality.

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