Pengaruh Self-Efficacy, Self-Directed Learning dan Resilience terhadap Learning Agility Siswa SMK Rekayasa Perangkat Lunak di Kota Malang
DOI:
https://doi.org/10.55681/ijssh.v4i3.3247Keywords:
Self-Efficacy, Self-Directed Learning, Resilience, Learning AgilityAbstract
This study examines the effects of self-efficacy, self-directed learning, and resilience on the learning agility of Year 10 Software Engineering (RPL) students at vocational secondary schools in Malang City. Structured Programming is a foundational subject often perceived as difficult because of its abstract logical structures and complex debugging processes, which can lead to cognitive fatigue, reduced motivation, and passive responses to technical challenges. This study employed a quantitative ex post facto approach involving 256 students selected through simple random sampling, with the sample size determined using the Harry King nomogram. Data were collected using validated Likert-scale questionnaires and analysed through partial correlation and multiple regression using SPSS. The results revealed that self-efficacy, self-directed learning, and resilience each had positive and significant effects on learning agility, both individually and jointly (F = 133.613; p < .001; R² = .614). Self-directed learning was the strongest predictor (β = .506), followed by self-efficacy (β = .407) and resilience (β = .402). These findings suggest that learning agility develops through the interaction of self-belief, learning autonomy, and psychological resilience when facing failure. Vocational teachers are therefore encouraged to integrate strategies that strengthen students’ self-efficacy, foster independent learning habits, and build resilience to enhance adaptability in rapidly evolving programming education.
References
Awaliyah, N., Ramdani, A., & Hermawan, H. (2025). Pengaruh efikasi diri dan kemampuan berpikir kritis terhadap kemandirian belajar mahasiswa. Jurnal Pendidikan dan Kebudayaan, 15(1), 45–56.
Anggraeni, D. P. (2025). Peran self-efficacy dalam memediasi hubungan antara kecemasan akademik dan adaptasi pembelajaran baru. Jurnal Psikologi Pendidikan, 12(2), 112–124.
Boyer, N. R., Langevin, S., & Gaspar, A. (2008). Self direction & constructivism in programming education. Proceedings of the 9th ACM SIGITE Conference on Information Technology Education, 89–94. https://doi.org/10.1145/1414558.1414585.
De Meuse, K. P. (2015). Using science to identify future leaders: Part II–The measurement of learning agility. Wisconsin: Wisconsin Management Group.
Chai, X., Fu, Y., & Lin, L. (2023). Proactive personality and autonomous skill acquisition: The mediating role of self-directed learning. Journal of Vocational Behavior, 124, 103–115.
Cheah, C. S. (2020a). Factors Contributing to the Difficulties in Teaching and Learning of Computer Programming: A Literature Review. Contemporary Educational Technology, 12(2), ep272. https://doi.org/10.30935/cedtech/8247
Handayani, S. A. D. P., Supartha, I. W. G., Rahyuda, A. G., & Surya, I. B. K. (2025). Learning agility in navigating the VUCA workforce: A systematic literature review and meta-analysis. Jurnal Jendela Edukasi, 15(1), 89–102.
Jian, H. (2022). Digital competence, learning agility, and academic success: Adapting to new educational techniques. Frontiers in Psychology, 13, Article 894321.
Kadar, R., Abdul Wahab, N., Othman, J., Shamsuddin, M., & Mahlan, S. B. (2021). A Study of Difficulties in Teaching and Learning Programming: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 10(3). https://doi.org/10.6007/IJARPED/v10-i3/11100.
Kircaburun, K., Bastug, I., & Bahtiyar, M. (2017). Modeling the psychological factors affecting computer programming self-efficacy. Anatolian Journal of Educational Leadership and Instruction, 5(1), 17–27.
Kristensen, S., Schunk, D. H., & Usher, E. L. (2023). Academic self-efficacy and cognitive-emotional pathways in higher education. Educational Psychologist, 58(2), 112–128.
Li, R., & Chalermvongsavej, W. (2025). Factors influencing learning agility: Undergraduate university students in Fuzhou. https://doi.org/10.2139/ssrn.5210148.
Mantau, B. A. K., & Talango, S. R. (2023). Pengintegrasian Keterampilan Abad 21 Dalam Proses Pembelajaran (Literature Review). Irfani, 19(1), 86–107. https://doi.org/10.30603/ir.v19i1.3897
Nurfadilah, S., Siregar, R., & Handayani, T. (2024). Efikasi self-directed learning dalam meningkatkan kapasitas belajar mandiri di era digital. Jurnal Inovasi Pembelajaran, 10(3), 201–215.
Pires, J. P. J., Brito Correia, F., Gomes, A., Borges, A. R., & Bernardino, J. (2024). Predicting Student Performance in Introductory Programming Courses. Computers, 13(9). https://doi.org/10.3390/computers13090219
Qian, Y., & Lehman, J. (2017). Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review. ACM Trans. Comput. Educ., 18(1). https://doi.org/10.1145/3077618
Retta, A. M., Isroqmi, A., & Nopriyanti, T. D. (2020). Pengaruh Penerapan Algoritma Terhadap Pembelajaran Pemrograman Komputer. Indiktika : Jurnal Inovasi Pendidikan Matematika, 2(2), 126–135.https://doi.org/10.31851/indiktika.v2i2.4125.
Saputra, A. (2024). The impact of workforce agility and self-regulated learning on performance in digital workplace environments. Journal of Economics and Business UBS, 13(1), 45–58.
Shaddiq, S. (2025). Strategi resilience dan adaptabilitas organisasi dalam menavigasi ketidakpastian lingkungan. Jurnal Manajemen dan Strategi Bisnis, 13(1), 78–91.
Sutardi, D., & Novitasari, D. (2024). The impact of learning agility on work engagement mediated by psychological empowerment and resilience. Kontigensi: Jurnal Ilmiah Manajemen, 12(1), 125–132.
Wahyudhi, A. (2024). Hubungan antara self directed learning dengan learning agility pada siswa SMP Negeri 9 Padang. Universitas Putra Indonesia.
Yazıcı, Ş., & Özgenel, M. (2024). Exploring learning agility in education: The effect of teachers’ learning agility on their readiness for change and performance. Abant İzzet Baysal ÜniversitesiEğitim Fakültesi Dergisi, 24(4), 2434–2456. https://doi.org/10.17240/aibuefd.2024..-1442923.
Yost, P. R., DeHaas, C., & Allison, M. (2021). Learning agility, resilience, and successful derailment. In V. Schmidt Harvey & K. P. De Meuse (Eds.), The age of agility: Building learning agile leaders and organizations (Chapter 12). Oxford Academic. https://doi.org/10.1093/oso/9780190085353.003.0012.
Vinesian, G. T., & Sari, R. L. (2023). Pengaruh growth mindset dan resiliensi terhadap learning agility pada karyawan startup company. Buletin Riset Psikologi dan Kesehatan Mental (BRPKM), 3(1), 92–102. https://doi.org/10.20473/brpkm.v3i1.49093.
Zakki, A., & Zidan, A. (2022). Belajar Asyik Pemrograman Javatm Dengan Gim Java Learn. Universitas YARSI.
Zou, D., Lin, Z., Chen, C., & Yu, H. (2024). Factors affecting the wellbeing of mid-achieving university students: a case study from China. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1465209
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Firdausa Firdausa, Syaad Patmanthara, Heru Wahyu Herwanto
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
