PERAN MEDIASI EFIKASI DIRI MELALUI TUTOR SEBAYA TERHADAP KETERAMPILAN KOLABORASI SISWA MANAJEMEN PERKANTORAN DI SMKN 3 JAKARTA

APRILIANA DIAN FADILLAH, . (2026) PERAN MEDIASI EFIKASI DIRI MELALUI TUTOR SEBAYA TERHADAP KETERAMPILAN KOLABORASI SISWA MANAJEMEN PERKANTORAN DI SMKN 3 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Keterampilan kolaborasi merupakan salah satu kompetensi abad ke-21 yang perlu dimiliki siswa Sekolah Menengah Kejuruan (SMK) untuk menghadapi tuntutan dunia kerja. Namun, pelaksanaan kerja kelompok di sekolah masih sering menghadapi kendala berupa rendahnya partisipasi aktif sebagian siswa. Tutor sebaya dipandang sebagai salah satu pendekatan pembelajaran yang dapat meningkatkan keterampilan kolaborasi, sedangkan efikasi diri diduga berperan sebagai mekanisme psikologis yang memperkuat pengaruh tersebut. Penelitian ini bertujuan untuk menganalisis pengaruh langsung tutor sebaya terhadap efikasi diri, pengaruh langsung tutor sebaya terhadap keterampilan kolaborasi, pengaruh langsung efikasi diri terhadap keterampilan kolaborasi, serta peran mediasi efikasi diri dalam hubungan antara tutor sebaya dan keterampilan kolaborasi siswa Manajemen Perkantoran di SMKN 3 Jakarta. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Unit analisis penelitian adalah siswa Program Keahlian Manajemen Perkantoran SMKN 3 Jakarta yang berjumlah 119 responden dan dipilih menggunakan teknik proportionate random sampling. Data dikumpulkan melalui kuesioner dengan skala Likert lima poin dan dianalisis menggunakan Structural Equation Modeling–Partial Least Squares (SEM-PLS) berbantuan aplikasi SmartPLS 4.0. Hasil penelitian menunjukkan bahwa tutor sebaya berpengaruh positif dan signifikan terhadap efikasi diri (β = 0,793; p = 0,000), tutor sebaya berpengaruh positif dan signifikan terhadap keterampilan kolaborasi (β = 0,397; p = 0,000), serta efikasi diri berpengaruh positif dan signifikan terhadap keterampilan kolaborasi (β = 0,478; p = 0,000). Selain itu, tutor sebaya juga berpengaruh positif dan signifikan terhadap keterampilan kolaborasi melalui mediasi efikasi diri (β = 0,379; p = 0,000), sehingga efikasi diri terbukti berperan sebagai variabel mediasi. Berdasarkan temuan tersebut, sekolah dan guru disarankan untuk mengoptimalkan implementasi program tutor sebaya secara terstruktur serta mengembangkan strategi pembelajaran yang mampu memperkuat efikasi diri siswa agar keterampilan kolaborasi berkembang secara lebih optimal.*****Collaborative skills are among the essential 21st-century competencies that vocational high school students need to develop in preparation for the demands of the workplace. However, collaborative learning activities in schools are often hindered by students' low levels of participation and engagement during group work. Peer tutoring is considered an instructional approach that can enhance students' collaborative skills, while self-efficacy is assumed to serve as a psychological mechanism that strengthens this relationship. This study aims to examine the direct effect of peer tutoring on self-efficacy, the direct effect of peer tutoring on collaborative skills, the direct effect of self-efficacy on collaborative skills, and the mediating role of self-efficacy in the relationship between peer tutoring and students' collaborative skills among Office Management students at SMKN 3 Jakarta. This research employed a quantitative approach using a survey method. The unit of analysis consisted of 119 students from the Office Management Department at SMKN 3 Jakarta, selected through proportionate random sampling. Data were collected using a five-point Likert scale questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 software. The findings revealed that peer tutoring had a positive and significant effect on self-efficacy (β = 0.793; p = 0.000), peer tutoring had a positive and significant effect on collaborative skills (β = 0.397; p = 0.000), and self-efficacy had a positive and significant effect on collaborative skills (β = 0.478; p = 0.000). Furthermore, peer tutoring also had a positive and significant indirect effect on collaborative skills through the mediation of self-efficacy (β = 0.379; p = 0.000), indicating that self-efficacy functions as a mediating variable. Based on these findings, schools and teachers are encouraged to optimize the implementation of structured peer tutoring programs and develop learning strategies that strengthen students' self-efficacy in order to enhance their collaborative skills more effectively.

Item Type:	Thesis (Sarjana)
Additional Information:	1) Prof. Dr. Dedi Purwana, E.S., M.Bus. 2) Maulana Amirul Adha, S.Pd., M.Pd
Subjects:	Pendidikan > Pendidikan Kejuruan dan Sekolah Kejuruan
Divisions:	FE > S1 Pendidikan Administrasi Perkantoran
Depositing User:	Apriliana Dian Fadillah .
Date Deposited:	19 Aug 2026 02:58
Last Modified:	19 Aug 2026 02:58
URI:	http://repository.unj.ac.id/id/eprint/71252

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