PENGARUH KNOWLEDGE SHARING BEHAVIOR, PEER SUPPORT GROUPS, DAN INDIVIDUAL MOTIVATION TERHADAP PRESTASI BELAJAR SISWA PADA MATA PELAJARAN DASAR KEJURUAN KIMIA ANALISIS MELALUI MEDIASI STUDENT ENGAGEMENT

The Influence of Knowledge Sharing Behavior, Peer Support Groups, and Individual Motivation on Student Learning Achievement in Basic Vocational Subjects of Analytical Chemistry through the Mediation of Student Engagement.

Pembelajaran di Sekolah Menengah Kejuruan (SMK) menuntut siswa untuk aktif, kolaboratif, dan memiliki kemampuan komunikasi profesional sesuai dengan kebutuhan dunia kerja. Siswa dituntut untuk lebih terlibat secara aktif dalam pembelajaran, termasuk melalui kegiatan knowledge-sharing behavior, peer support groups, dan individual motivation. Dalam konteks mata pelajaran Dasar Kejuruan Kimia Analisis, keterlibatan siswa (student engagement) menjadi faktor penting dalam menjembatani proses pembelajaran menuju pencapaian prestasi belajar yang optimal. Penelitian ini bertujuan 1) menganalisis pengaruh knowledge sharing behavior terhadap student engagement 2) menganalisis pengaruh peer support groups terhadap student engagement 3) menganalisis pengaruh individual motivation terhadap student engagement 4) menganalisis pengaruh knowledge-sharing behavior terhadap prestasi belajar siswa 5) menganalisis pengaruh peer support groups terhadap prestasi belajar siswa 6) menganalisis pengaruh individual motivation terhadap prestasi belajar siswa 7) menganalisis peran mediasi student engagement dalam hubungan antara knowledge sharing behavior, peer support groups, dan individual motivation terhadap prestasi belajar. Penelitian ini penting untuk merespons tantangan dalam pelaksanaan pembelajaran kolaboratif di SMK, serta memberikan dasar empiris bagi strategi penguatan keterlibatan siswa.

Metode yang digunakan adalah kuantitatif ex post facto. Sampel diambil dari siswa kelas XI dan XII Program Keahlian Kimia Analisis SMKN 1 Driyorejo. Teknik pengumpulan data penelitian menggunakan kuesioner. Kuesioner disebarkan secara daring. Jumlah sampel yang diolah adalah 136. Data dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM).

Hasil analisis menunjukkan bahwa knowledge sharing behavior (koefisien = 0,3705; p = 0,0056), peer support groups (koefisien = 0,3526; p = 0,0073), dan IM (koefisien = 0,4854; p = 0,0002) berpengaruh signifikan terhadap student engagement. Student engagement sendiri berpengaruh signifikan terhadap prestasi belajar (koefisien = 0,4109; p = 0,0011). Namun, pengaruh langsung knowledge sharing behavior dan peer support groups terhadap prestasi belajar tidak signifikan, sedangkan individual motivation berpengaruh secara tidak langsung dan langsung terhadap prestasi belajar (total effect = 0.3956; p = 0.0081). Temuan menunjukkan bahwa student engagement sepenuhnya memediasi hubungan knowledge sharing behavior dan peer support groups terhadap PB, dengan nilai RIT masing-masing sebesar 103,19% dan 289,42%. Sementara itu, individual motivation memiliki mediasi parsial dengan RIT sebesar 49,48%. Artinya, keterlibatan siswa menjadi mekanisme utama yang menjembatani pengaruh sosial (knowledge sharing behavior, peer support groups) dan psikologis (individual motivation) terhadap prestasi belajar mereka. Penelitian ini menegaskan pentingnya membangun lingkungan belajar kolaboratif yang mendukung knowledge sharing behavior, peer support groups, dan penguatan individual motivation siswa untuk meningkatkan keterlibatan dalam pembelajaran. Student engagement terbukti bukan hanya sebagai indikator proses, tetapi juga sebagai jalur penting untuk mencapai hasil belajar yang optimal dalam implementasi Kurikulum Merdeka di SMK

Learning in vocational high schools (SMK) requires students to be active, collaborative, and possess professional communication skills aligned with workplace demands. Students are expected to be more engaged in the learning process, particularly through activities such as knowledge-sharing behavior, participation in peer support groups, and the development of individual motivation. In the context of the basic vocational subject of analytical chemistry, student engagement plays a crucial role in linking the learning process to the achievement of optimal academic outcomes. This study aims to 1) analyze the influence of knowledge-sharing behavior on student engagement; 2) analyze the influence of peer support groups on student engagement; 3) analyze the influence of individual motivation on student engagement; 4) analyze the influence of knowledge-sharing behavior on student learning achievement; 5) analyze the influence of peer support groups on student learning achievement; 6) analyze the influence of peer support groups on student learning achievement; and 7) analyze the role of mediation of student engagement in the relationship between knowledge-sharing behavior, peer support groups, and individual motivation on learning achievement. This research is important for responding to challenges in implementing collaborative learning in vocational schools and provides an empirical basis for strategies to strengthen student engagement.

A quantitative ex post facto method was used, with samples taken from Grade XI and XII students in the Analytical Chemistry Expertise Program at SMKN 1 Driyorejo. Data were collected through an online questionnaire, with a total of 136 valid responses. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).

The results indicate that Knowledge Sharing Behavior (coefficient = 0.3705; p = 0.0056), Peer Support Groups (coefficient = 0.3526; p = 0.0073), and Individual Motivation (coefficient = 0.4854; p = 0.0000) have significant effects on Student Engagement. Student engagement itself significantly influences learning achievement (coefficient = 0.4109; p = 0.0011). However, the direct effects of knowledge-sharing behavior and peer support groups on learning achievement are not significant. Individual motivation has both a direct and indirect effect on learning achievement (total effect = 0.3956; p = 0.0081). These findings show that student engagement fully mediates the relationships between knowledge-sharing behavior and peer support groups with learning achievement, with RIT values of 103.19% and 289.42%, respectively. Meanwhile, individual motivation shows partial mediation with an RIT of 49.48%. This suggests that student engagement is the key mechanism linking social (KSB, PSG) and psychological (IM) factors to academic achievement. The study highlights the importance of fostering a collaborative learning environment that promotes knowledge sharing, peer support, and intrinsic motivation to enhance student engagement. Student engagement is demonstrated to be not only an indicator of the learning process but also a critical pathway to achieving academic success, particularly within the implementation of the Kurikulum Merdeka  in vocational school