TEACHER COMPETENCE PERCEPTIONS, MOTIVATION, LEARNING STYLES, AND STUDENT LEARNING OUTCOMES

Abstract

This study examined the effects of students' perceptions of teachers' professional competence, learning motivation, and learning styles on Indonesian language learning outcomes among Grade XII Nursing students at SMK Negeri 2 Malang. This ex-post facto quantitative study involved 60 students selected through random sampling. Data on students' perceptions, motivation, and learning styles were collected using Likert-scale questionnaires, while learning outcomes were obtained from Indonesian language end-of-semester scores. The instruments were tested for validity and reliability, and the data were analyzed using descriptive statistics, classical assumption tests, and multiple linear regression with IBM SPSS. The findings showed that the three independent variables simultaneously affected learning outcomes, with an R Square value of 0.981, indicating that 98.1% of the variance in learning outcomes was explained by the model. Partially, students' perceptions of teachers' professional competence had the strongest effect (t = 50.764), followed by learning motivation (t = 1.950) and learning styles (t = 1.830). These findings indicate that professional teacher competence, students' motivational readiness, and flexible learning preferences jointly contribute to Indonesian language achievement. The study recommends strengthening teacher professional development, motivational classroom practices, and differentiated learning strategies in vocational education.