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This study determines the effect of the Work-Based Learning (WBL) model on achievement motivation of students in the Study Program of Mechanical Engineering at Vocational High Schools (VHS) compared to the Training Within Industry (TWI) model. This study used a quasi-experimental research method with a factorial design in two groups of XII grade vocational high school students of mechanical engineering. The data in the form of achievement motivation was collected using a questionnaire. The data were analyzed using two way Anova technique with α of 0.05. The results showed that (1) the students taught using the WBL model had a significantly higher achievement motivation than the achievement motivation of students taught using the TWI model; (2) students with high prior knowledge had a significantly higher achievement motivation than the achievement motivation possessed by students with moderate and low prior knowledge; and (3) there is an interaction between the use of learning models and students' prior knowledge towards students' achievement motivation. The findings indicated that the WBL model has the potential to improve the quality of learning outcomes of vocational education, especially in increasing students' achievement motivation, compared to traditional learning using the TWI model.

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Abstrak. Penelitian ini bertujuan untuk mengetahui hubungan serta sumbangan efektif kesiapan belajar, lama pembelajaran, kesesuain tempat dengan hasil prakerin peserta didik kompetensi keahlian TKJ di SMK Kota Batu. Rancangan penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Sampel yang digunakan sebanyak 48 peserta didik yang diambil dengan teknik simple random sampling. Instrumen yang digunakan adalah dokumentasi nilai hasil prakerin dan angket. Uji hipotesis menggunakan uji korelasi ganda dan regresi ganda. Hasil uji hipotesis keempat variabel menghasilkan nilai Sig (p) = 0,000 (kesiapan belajar), 0,013 (lama pembelajaran) dan 0,000 (kesesuain tempat) dan 0,000 (partisipasi DU/DI) sehingga H0 diterima. Jadi, artinya terdapat hubungan yang signifikan antara variabel kesiapan prakerin, variabel lama proses prakerin, variabel kesesuain tempat prakerin dan variabel partisipasi DU/DI dengan hasil prakerin peserta didik kompetensi keahlian TKJ di SMK Kota Batu pada taraf signifikansi 5%. Hasil uji regresi ganda diperoleh nilai Sig (p) = 0,000 < 0,05, sehingga H0 diterima. Jadi, artinya terdapat hubungan yang signifikan antara kesiapan prakerin, lama proses prakerin, kesesuain tempat prakerin dan partisipasi DU/DI secara bersama-sama dengan hasil prakerin peserta didik kompetensi keahlian TKJ di SMK Kota Batu pada taraf signifikansi 5%. Sumbangan efektif keempat variabel adalah 58%, sedangkan 42% sisanya dari faktor lain yang

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