Suyatmo Suyatmo, Hadi Prayitno, Willy Artha Wirawan, Damar Isti Pratiwi, Budi Waluyo
This study investigates the influence of lecturer behavior on student self-motivation, soft skill development, and the integration of these factors into learning quality and hard skill competency within the context of vocational education. Drawing on Self-Determination Theory (SDT) and Social Learning Theory (SLT), the research emphasizes the importance of motivation-driven instruction in preparing students for Industry 4.0. Data were collected from 229 final-year students at four Indonesian aviation polytechnic institutions. Using Structural Equation Modeling (SEM), the findings reveal that lecturer behavior significantly enhances student self-motivation (β = 0.911, p = 0.000) and soft skill competency (β = 0.124, p = 0.044). Student self-motivation also positively affects the quality of learning (β = 0.925, p = 0.000), which in turn contributes to hard skill competency (β = 0.449, p = 0.000). However, soft skill competency does not significantly influence learning quality (β = 0.004, p = 0.464), suggesting its greater impact lies in workplace adaptability rather than academic performance. These findings accentuate the need for vocational curricula that integrate motivational teaching practices with industry-relevant skill development to optimize student readiness for professional challenges. © 2025 The Authors
Department of Aircraft Maintenance Engineering, Politeknik Penerbangan Surabaya, Jemur Andayani I No 73 Wonocolo, Surabaya, Indonesia; Mechanical Engineering Department, Faculty of Vocational Studies, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia; Railway Mechanical Technology Study Program, Politeknik Perkeretaapian Indonesia, Madiun, Indonesia; Research Center for Language Teaching and Learning, School of Languages and General Education, Walailak University, Thailand
