INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 9356
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The Dominant Influence of Internship, Motivation, and Facilities on
Vocational High School Students’ Welding Competency
Sigit Prastya
1
, Zainur Rofiq
2
1
Department of Mechanical Engineering Education, Universitas Negeri Yogyakarta
2
Faculty of Engineering, Universitas Negeri Yogyakarta, Indonesia
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0709
Received: 13 November 2025; Accepted: 24 November 2025; Published: 02 December 2025
ABSTRACT
This study aims to analyze: 1) the degree of contribution of industrial work practice (PKL) experience on welding
competency, 2) the degree of contribution of learning motivation on welding competency, 3) the degree of
contribution of workshop facilities on welding competency, and 4) the simultaneous contribution of PKL
experience, learning motivation, and workshop facilities on welding competency of 12
th
grade students at SMKN
1 Duduksampeyan Gresik in the 2024/2025 academic year. This research employed a quantitative approach with
an ex-post facto design. The subjects comprised the entire population of 12
th
grade students in the Welding
Engineering Program at SMKN 1 Duduksampeyan, totalling 104 students, selected using the total sampling
method. The subjects were selected using a total sampling method. Data were collected using questionnaires to
measure PKL experience, learning motivation, and workshop facilities, as well as documentation of Skill
Competency Test scores to measure welding competency. The instruments were subjected to validity and
reliability testing, with all questionnaire items declared valid and reliable. Data analysis was performed using
simple linear regression and multiple linear regression. The research results indicate that partially, PKL
experience, learning motivation, and workshop facilities have a positive and significant effect on welding
competency of 12
th
grade students at SMKN 1 Duduksampeyan Gresik in the 2024/2025 academic year. The
magnitude of the coefficient of determination (r
2
) for each variable sequentially is: PKL experience (84,8%),
learning motivation (84,5%), and workshop facilities (68,6%). Furthermore, the simultaneous test results
demonstrate a significant collective influence of the three variables on Welding Competency, with a
simultaneous contribution (R
2
) of 92,7%. The effective contribution of each variable's influence was: PKL
experience 40,25%, learning motivation 40,37%, and workshop facilities 12,09%. Based on these findings, it is
recommended that schools optimize the PKL programs by establishing sustainable partnerships with credible
welding companies or workshops, facilitating instructional strategies that foster learning motivation, and
providing adequate workshop facilities to consistently maintain the quality of student competency.
Keywords: Welding Competency, Industrial Work Practice, Learning Motivation, Workshop Facilities.
INTRODUCTION
Vocational High School (SMK) aims to produce graduates who are work-ready and possess technical
competencies relevant to the demands of the business and industrial. Welding Competency, especially in
Mechanical Engineering, is a vital skill in the manufacturing and construction sectors. The quality of vocational
graduates is measured by their level of competence mastery, which requires optimal support from both external
and internal factors (Slameto, 2010).
This research focuses on three key factors believed to influence practical competence mastery: Industrial Work
Practice (PKL) Experience, Workshop Facilities, and Learning Motivation. PKL, commonly known as an
internship, is central to vocational education as it bridges the theory-practice gap. High-quality PKL provides
real-world exposure to current industry standards and technology. Adequate Workshop Facilities serve as the
primary infrastructure for practical learning at school. Meanwhile, Learning Motivation is an internal factor
determining the intensity and perseverance of students in acquiring skills (Gagne, 1985).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 9357
www.rsisinternational.org
Previous studies (Fatimah & Paryanto, 2023; Harjanto & Surono, 2020; Yoto & Suharto, 2021) have emphasized
that industrial work experience, learning motivation, and the availability of workshop facilities are dominant
factors influencing vocational competence. Although these three factors are theoretically significant, there is a
need for clearer empirical analysis regarding the magnitude of their respective contributions, particularly in the
context of welding at SMKN 1 Duduksampeyan. Therefore, this study aims to analyze the partial and
simultaneous contribution of PKL Experience, Learning Motivation, and Workshop Facilities toward the
mastery of Welding Competency among 12
th
grade students.
METHOD
This study employed a quantitative approach with an ex-post facto design, analyzing the relationship between
variables without the researcher's manipulation.
The research subjects included the total population of 12
th
grade students in the Welding Engineering
competency at SMKN 1 Duduksampeyan, totaling 104 students, selected using the total sampling method.
The independent variables (X) were PKL Experience (X
1
), Learning Motivation (X
2
), and Workshop Facilities
(X
3
). The dependent variable (Y) was Welding Competency Mastery.
Data for the independent variables were collected using validated and reliable Likert-scale questionnaires. Data
for Welding Competency were obtained through documentation of Skill Competency Test scores. Data analysis
techniques included simple linear regression (for partial contributions) and multiple linear regression (for
simultaneous contributions). Classical assumption tests (normality, linearity, multicollinearity, and
heteroscedasticity) were conducted and met the regression analysis requirements.
RESULTS AND DISCUSSION
Partial Regression Analysis Results
The simple linear regression analysis indicated that PKL Experience, Learning Motivation, and Workshop
Facilities partially have a positive and significant effect on Welding Competency (Sig. < 0,05). A summary of
the partial coefficient of determination (r
2
) results is presented:
Table 1. Summary of Partial Contribution Results
Independent Variable (X)
Coefficient of Determination (r
2
)
Contribution Level (%)
PKL Experience (X
1
)
0,848
84,8%
Learning Motivation (X
2
)
0,845
84,5%
Workshop Facilities (X
3
)
0,686
68,6%
Simultaneous Regression Analysis Results
The simultaneous test (F test) confirmed that PKL Experience, Learning Motivation, and Workshop Facilities
collectively have a significant influence on students’ Welding Competency Mastery.
The Simultaneous Coefficient of Determination (R
2
) reached 92,7%. This indicates that 92,7% of the variation
in students' Welding Competency can be explained by the three variables in the model, with the remaining 7,3%
explained by factors outside the model.
The calculation of Effective Contribution (SE) identified the most dominant factors:
Table 2. Effective Contribution of Independent Variables
Variable
Learning Motivation (X
2
)
PKL Experience (X
1
)
Workshop Facilities (X
3
)
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 9358
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DISCUSSION
The findings demonstrate that Learning Motivation (40,37%) and PKL Experience (40,25%) are the most
dominant predictors. This is consistent with theories that emphasize the importance of internal conditions
(motivation) for skill mastery, as welding requires high perseverance and focus (Gagne, 1985).
The significant contribution of PKL experience underscores the importance of the link and match concept. PKL
provides contextual learning that cannot be fully replicated in the school workshop (Sukirno, 2018). Students
with quality industry exposure acquire higher competency by understanding actual workplace standards and
disciplines.
While Workshop Facilities were statistically significant, their effective contribution was the lowest (12,09%).
This suggests that facilities are an essential input prerequisite, but their effectiveness is heavily dependent on the
process variable (Motivation) and the context (PKL). High-quality facilities will not translate into competence
if students lack the motivation to utilize them or the contextual experience provided by industry internships.
The overall strong model (R
2
=92,7%) reinforces the recommendation that vocational school policies should
focus on two main pillars: enhancing the quality of industry-based experience (PKL) and investing in
instructional strategies that boost students' internal drive (Learning Motivation).
CONCLUSION AND SUGGESTIONS
Conclusion
1. PKL Experience, Learning Motivation, and Workshop Facilities individually have a positive and
significant effect on Welding Competency.
2. The simultaneous contribution of the three variables to Welding Competency is highly significant,
reaching a coefficient of determination (R
2
) of 92,7%.
3. Learning Motivation and PKL Experience are the most dominant variables in predicting students'
Welding Competency.
Suggestions
1. Schools are recommended to optimize the PKL program by establishing sustainable strategic
partnerships with credible welding industries/workshops that uphold high competency standards.
2. Teachers should integrate instructional strategies that enhance students' intrinsic drive and motivation,
such as Project-Based Learning that simulates industry scenarios.
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 9359
www.rsisinternational.org
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