Self-confidence and organizational experience as predictors of communication skills among vocational high school students

Abstract

Abstrak: Tuntutan era Industri 5.0 telah menempatkan keterampilan berkomunikasi sebagai kompetensi inti yang wajib dimiliki lulusan SMK, namun capaiannya di lapangan masih belum merata. Penelitian ini bertujuan: (1) menganalisis pengaruh kepercayaan diri terhadap keterampilan berkomunikasi; (2) menganalisis pengaruh pengalaman berorganisasi terhadap keterampilan berkomunikasi; dan (3) menganalisis pengaruh simultan kepercayaan diri dan pengalaman berorganisasi terhadap keterampilan berkomunikasi siswa kelas XI SMK Negeri 1 Karanganyar. Desain penelitian kuantitatif kausalitas diterapkan dengan populasi 152 siswa yang aktif dalam organisasi sekolah. Melalui purposive sampling proporsional, 110 siswa dipilih sebagai sampel penelitian. Data dikumpulkan menggunakan kuesioner tertutup berskala Likert empat poin dan dianalisis dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa: (1) kepercayaan diri berpengaruh positif dan signifikan terhadap keterampilan berkomunikasi (t = 3,943 > t tabel 1,982; p < 0,001); (2) pengalaman berorganisasi berpengaruh positif dan signifikan dengan pengaruh lebih dominan (t = 6,426 > t tabel 1,982; p < 0,001); dan (3) secara simultan, kedua variabel menjelaskan 75,2% variasi keterampilan berkomunikasi siswa (F = 161,997; p < 0,001), dengan sumbangan efektif pengalaman berorganisasi 47,4% dan kepercayaan diri 27,8%. Temuan ini merekomendasikan agar sekolah merancang program terpadu yang memperkuat kepercayaan diri siswa melalui metode pembelajaran aktif sekaligus memperluas akses keterlibatan dalam organisasi sekolah yang terstruktur. Secara teoretis, temuan ini memperkuat penerapan Experiential Learning Theory dalam konteks pengembangan kompetensi komunikasi siswa SMK.

Kata kunci: efikasi diri; keterlibatan organisasi; teori kompetensi komunikasi; teori pembelajaran pengalaman

Abstract: The demands of the Industry 5.0 era have elevated communication skills to a core competency that vocational high school (SMK) graduates must possess; yet real-world attainment of this competency remains uneven. This study aimed to: (1) analyze the effect of self-confidence on communication skills; (2) analyze the effect of organizational experience on communication skills; and (3) analyze the simultaneous effect of self-confidence and organizational experience on the communication skills of Grade XI students at SMK Negeri 1 Karanganyar. A causal quantitative research design was employed, with a population of 152 students actively participating in school organizations. Using proportional purposive sampling, 110 students were selected as the research sample. Data were collected through a four-point Likert-scale closed questionnaire and analyzed using multiple linear regression. The results revealed that: (1) self-confidence exerted a significant positive effect on communication skills (t = 3.943 > t-table 1.982; p < .001); (2) organizational experience exerted a significant positive effect with a stronger influence (t = 6.426 > t-table 1.982; p < .001); and (3) simultaneously, both variables explained 75.2% of the variance in students’ communication skills (F = 161.997; p < .001), with organizational experience contributing an effective contribution of 47.4% and self-confidence 27.8%. These findings recommend that schools design integrated programs that strengthen students’ self-confidence through active learning methodologies while expanding access to structured school organizational involvement. Theoretically, the results reinforce the applicability of Experiential Learning Theory in the context of communication competence development among vocational high school students.

Keywords: communication competence theory; experiential learning theory; organizational involvement; self-efficacy