The Determinant of Student Learning Achievement and Student

Performance in Vocational Higher Institution

Arkas Viddy

and Hanadelansa

Bussiness Administration, Politeknik Negeri Nunukan, Ujang Dewa Street, Nunukan, Indonesia

Management Department, STIE Wira Bhakti, Tamamaung, Makassar, Indonesia

Keywords: Lecture Quality, Learning Facilities, Service Quality, Learning Achievement, Academic and Student

Performance.

Abstract: The purpose of this study is to analyze determinant of student Learning achievement and academic and

student performance in vocational higher Institution in case of Politeknik Negeri Nunukan. It is decided there

are several factors could affect on student learning achievement and academic and student performance,

namely the quality of lecturers, learning facilities, service quality. To analyze all the data, SmartPLS version

3.20 is used as the instrument of the path analysis software program. The research sample is students majoring

in Business Administration, totaling 100 students. This study found that the quality of lecturers and teaching

facilities have no significant effect on student achievement and academic and student performance.

Meanwhile, service quality has a significant effect on student learning achievement and academic and student

performance.

1 INTRODUCTION

Teaching and learning activities are very important

activities carried out in the educational process,

starting from elementary school, middle school, up to

university. Based on these activities, there will be

interactions between teachers and their students,

namely through the process of knowledge transfer

and it is hoped that later educational goals will be

achieved in the form of changes in student behavior

(Saputra, and Yuniawan, 2011).

Learning achievement achieved by students or

students is the result of the interaction between

various factors that influence it both from within and

from outside the student or student. According to

reference (Hetika, 2008) learning achievement is the

achievement or skill that is shown in expertise or a

collection of knowledge. Meanwhile reference

(Hetika, 2008) states that achievement is the result of

efforts made and produces changes which are

expressed in the form of symbols to show the ability

to achieve work results within a certain time.

Well learning achievement could contribute

positive effect on student performance (Hasibuan,

2002). stated that performance is the result of work

achieved by a person in carrying out his duties on

skills, efforts and opportunities. The definition of

performance refers to the level of success in carrying

out tasks and the ability to achieve the goals that have

been set. Performance is declared good and

successful if the desired goals can be achieved well

(Gibson et al., 1994)

References (Saputra, and Yuniawan, 2011) have

revealed that there are three elements in teaching and

learning activities. The first is students, both students

and students with all their behaviors and

characteristics who always try to develop themselves

through learning activities. Second, teaching staff,

both teachers and lecturers, are required to always

create a conducive atmosphere in the teaching and

learning process so that the knowledge transfer

process can be achieved. The third is the goal, which

is everything that is expected to happen or appear

after the learning process is carried out. If these three

elements can run in harmony, then the objectives of

the learning process will be achieved properly.

Reference (Peña-Lang et al., 2022) revealed that

the competence of lecturers greatly determines

student learning achievement. Research conducted by

reference (Nyavon, 2017). also reveals that the

quality of lecturers has a significant influence on

student learning achievement. Based on research

conducted by reference (Pujasari, 2013). states that

learning media has a positive influence on student

Viddy, A. and Hanadelansa, .

The Determinant of Student Learning Achievement and Student Performance in Vocational Higher Institution.

DOI: 10.5220/0011906500003575

In Proceedings of the 5th International Conference on Applied Science and Technology on Engineering Science (iCAST-ES 2022), pages 891-895

ISBN: 978-989-758-619-4; ISSN: 2975-8246

891

learning achievement. Research conducted by

reference (Setyawan, 2016). Also states that learning

media has an influence on student learning

achievement. References (Safi'i and Handoko, 2015).

revealed that service quality is considered sufficient

or has a positive influence on student learning

achievement. (Peña-Lang et al., 2022) while found

that service quality, academic engagement, and

student satisfaction had an influence on accounting

students’ academic achievement (Satuti et al., 2020)

Higher education as an institution that organizes

the teaching and learning process must also be able to

harmonize the three elements mentioned above.

What’s more, universities are required to be able to

produce graduates who have quality according to user

needs. This becomes a challenge for every university,

so that the academic community is directed to be able

to actualize themselves professionally based on their

respective duties. Higher education performance can

run well if lecturers have the competencies that have

been stipulated in Law Number 14 of 2005 focusing

on the people who responsible to the students in

implementing teaching method and skill such as

pedagogic competence, social and professional

competence and personality competence. High

competence will result in optimal performance.

(Iskandarsyah et al., 2012) in their research

concludes that the factors that can affect student

learning achievement include lecturers’ teaching

styles, assistance to students, lecture structure, and

teaching and learning facilities. Students prefer

lecturers’ teaching styles that are interesting and not

stressful, so that students’ understanding and

achievement in studying subjects will increase. It

turns out that students don’t really like lecturers who

can’t make the classroom atmosphere comfortable for

the learning process. The inability of lecturers to

interact with students in class could be responsible for

the poor performance observed by students in class.

In addition to the competence of lecturers, higher

education performance will run well if it is supported

by good facilities and infrastructure for the process of

teaching and learning activities.

In addition, regular and systematic assistance will

make students better understand the courses being

taken and will be able to improve their learning

achievements, in the sense that they have good

final/exam scores for the courses in question. The use

of a lecture structure that is in accordance with the

course is also felt to be able to improve student

learning achievement. Unfortunately, mostly higher

vocational institution such as Polytechnics are put

their concern for this matter specifically. Thus, it is

necessary to explore regard to all the determinant of

learning achievement and student performance.

2 METHODOLOGY

2.1 Research Road Map

The road map of this research could be done by path

analyzing or by using the software of Smart Partial

Least Square (PLS) with the steps as follows:

Figure 1: Research Road Map.

From Fig. 1, there are several steps need to be

done the such as literature reviews following by

determining a research main topic, to build the

structural equation model following by building

measurement model, to create construction a path

diagram following by converting a path diagram to

regression formulation, and the other needs be done

is creating hypothesis in order to can be examined.

2.2 Hypothesis Parameter

Hypothesis will be accepted by testing P Value with

0.05 with the level of confidence 95 percent (alpha

0.05) When P Value <= 0.05 means H0 is rejected,

Ha is accepted or the Hypothesis is accepted T table

is 1.990, and when test > 1.990 so H0 is rejected and

the Hypothesis is accepted.

2.3 Data Collected

Data were collected using accidental random

sampling technique by distributing questionnaires to

respondents generated by several variables such as

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quality of lecturers, teaching facilities, quality of

service, learning achievement and academic

performance and student study program of business

administration Politeknik Negeri Nunukan.

All variables consist of several indicators such as

the quality of lecturers with indicators of mastery of

the material, explanation of the material, arousing

interest in learning, and being able to answer

questions; for teaching facilities with indicators of

equipment and laboratories/workshops; for service

quality with indicators of tangible, reliability,

assurance, responsiveness, empathy; for learning

achievement with internal and external indicators; for

academic and student performance with indicators of

academic performance and student performance. The

next steps is testing of the validity and reliability of

instrument by using SPSS 21 version for ensure the

all of the items of questioners are appropriate. For

analysis the data Path Analysis instrument is used by

using SmartPLS 3.20 version with the steps such as

designing the structural model (inner and outer

model), constructing a path diagram, converting a

path diagram to regressions, hypothesis parameter,

and examining the hypothesis.

The reasons using SmartPLS 3.20 version are this

research using small sample only 30 respondents, this

research is path analysis research, using SmartPLS is

quite easy because the data is not necessary normal,

and linier, moreover not only significance of direct

effect but also the significance of indirect effect can

be resulted.

2.4 Hypothesis

Based on the gaff, theoretical and empirical

foundation, the hypothesis can be explored as

follows:

1. Lecturer Quality has significant effect on

Learning Achievement.

2. Learning Facilities has significant effect on

Learning Achievement.

3. Service Quality has significant effect on

Learning Achievement.

4. Lecturer Quality has significant effect on

Academic and Student Performance.

5. Learning Facilities has significant effect on

Academic and Student Performance

6. Service Quality has significant effect on

Academic and Student Performance.

7. Learning Achievement has significant effect on

Academic and Student Performance

2.5 Validity and Reliability

By using SPSS 17 version, all items need to examine

whether they are valid or reliable.

3 RESULTS AND DISCUSSIONS

This research is quantitative research with some type

of variables such exogenous, intervening and

endogenous variable. For this type of research

SmartPLS version 3.20 could effective used for

analysis data. This kind of analysis is called path

analysis.

3.1 Results

By using Smart PLS 3.20 version, the figure of model

with loading factor and path coefficients can be

displayed as below:

Figure 2: Structural Model.

From Fig. 1, it can be mentioned that only

learning facilites have negative effect on both

learning achievement and academic and student

performance.

Figure 3: Path Coefisien.

The Determinant of Student Learning Achievement and Student Performance in Vocational Higher Institution

893

Figure 4: Bootstrapping Structural Model.

From Fig. 2, it can be noted that only 3 t test less than

1.990 which indicated that only 3 hypothesis are

rejected. The path coefficcient can be estimated as

follows:

Figure 5: Hypothesis Examining.

From the Table 1, the formulation results of path

analysis can be mentioned as below:

Y1= 0,131X1 - 0.053X2 + 0.559X3 (1)

Y2 = 0.280X1 - 0.099X2 + 0.436X3 + 0.198Y1 (2)

This equation can be indicated that only learning

facilities has negative effect on learning achievement

and academic and student performance.

Table 1: T Test.

No Results Examined Decision

T test = 1,367

H0 Accepted

Ha Rejected

LQ has no significant

effect on LA

T test = 0,461

H0 Accepted

Ha Rejected

LF has no significant effect

on LA

T test = 4.860

H0 Rejected

Ha Accepted

SQ has significant effect on

T test = 3.362

H0 Rejected

Ha Accepted

LQ has significant effect

on ASF

T test = 1.240

H0 Accepted

Ha Rejected

LF has no significant effect

on ASF

T test = 4.131

H0 Rejected

Ha Accepted

SQ has significant effect on

ASF

7 T test = 2,611 H0 Rejected

Ha Accepted

LA has significant effect on

ASF

Note: LQ (Lecturer Quality), LF (Learning Facilities), SC

(Service Quality), LA (Learning Achievement), ASF

(Academic and Student Performance)

3.2 Discussion

Based on the analysis, it can be mentioned there are

several hypotheses are accepted, while others are

rejected. It can be discussed as follows:

Lecturer Quality has no significant effect on

Learning Achievement, because mostly all off the

lecturer in Politeknik Negeri Nunukan are new and

they have a few of experience in teaching, moreover

they have average quality, thus the student unable to

classify which one the standard quality lecturer and

which one under standard quality lecturer. This

contrary with (Saputra, and Yuniawan, 2011) stated

that lecturer could effect on learning achievement. It

is found that Lecturer Quality has significant effect

on Academic and Student Performance, because the

lecturer in Politeknik Negeri Nunukan not only as a

teacher but also as a facilitator, a motivator and a

supervisor.

Learning Facilities has no significant effect on

Learning Achievment and Academic and Student

Performance, because as vocational institution which

has more practical matters rather than theoretical

matters, the student usually focus on practical

implementation especially in Laboratory or in outside

fields. These results contrary with what (Iskandarsyah

et al., 2012) stated that learning facilities could

determine the learning achievement and academic

and student performance.

Service Quality has significant effect on Learning

Achievment and Academic and Student Performance,

because the management attempt to improve their

service quality year by year, because this matter is the

main instrument can make the students satisfaction,

finally affects on academic and student performance.

Learning Achievement has significant effect on

Academic and Student Performance, because

learning achievement is the main aim in all higher

institution, especially Polytechnic, that why all

management levels always focus on this matters and

attempt to improve all determinant factor of learning

achievement, thus when learning achievement is quite

well improved, it can be a trigger for students in

improving their academic and student performance.

4 CONCLUSIONS

Based on the analysis, results and discussion, it can

be concluded that only service quality has a positive

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894

and significant on learning achievement, while

learning facilities and lecturer quality have no

significant effect on learning achievement.

Then for variable of learning achievement, quality

of lecturers, and quality of service have positive and

significant effect on academic and student

performance, while learning facilities have no

significant effect on academic and student

performance.

ACKNOWLEDGEMENTS

This research was supported/partially supported by

Politeknik Negeri Nunukan. We thank our colleagues

the director of Politeknik Manufaktur Bandung who

supported assisted our team in accomplishing this

research.

We would also to show our gratitude to:

1. Dr. Besse Asniwaty, SE, MSi, as Vice Director 1

of Politeknik Negeri Nunukan who contributed

in stimulated this research.

2. Dr. Rafiqoh, SE, MM as Vice Director 2 of

Politeknik Negeri Nunukan who allocated the

budget for this research.

We also immensely grateful to all reviewers of

ICAST especially for all of their insights.

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