Self-Efficacy and Learning Environment Toward Technical Drawing Skills of Grade XI DPIB Students

Abstract

In vocational education, particularly in the Building Modeling and Information Design (DPIB) program, students’ manual technical drawing skills still vary and cannot be fully explained by cognitive aspects alone. Internal and external factors, such as self-efficacy and the learning environment, are suspected to influence these psychomotor skills. Students with higher self-efficacy tend to demonstrate greater confidence, persistence, and accuracy in completing technical drawing tasks, while a supportive learning environment can enhance focus and motivation during the learning process. This study aims to analyze the relationship between self-efficacy and the learning environment, as well as their simultaneous effect on the manual technical drawing skills of Grade XI DPIB students at Vocational School 3 Semarang. The study employed a quantitative approach using total sampling of 107 students. Data were collected through Likert-scale questionnaires and technical drawing performance assessment sheets, then analyzed using Pearson correlation and multiple linear regression with SPSS Statistics version 25. The results indicate that self-efficacy has a very strong, positive, and significant relationship with manual technical drawing skills (r = 0.978), while the learning environment shows a strong, positive, and significant relationship (r = 0.755). Multiple regression analysis demonstrates that, simultaneously, self-efficacy and the learning environment have a positive and significant effect on students’ manual technical drawing skills, contributing 95.6%. These findings highlight the importance of strengthening students’ self-belief and creating a conducive learning environment to optimize technical skill development.