Developing a Humanistic Vocational Learning Model Based on Self-Determination Theory to Enhance Student Motivation
DOI:
https://doi.org/10.12928/joves.v9i2.16341Keywords:
Vocational Learning, Humanistic Learning, Self-Determination Theory, Learning Motivation, Vocational EducationAbstract
Vocational education is expected to produce graduates who are technically competent, motivated, adaptive, and prepared for lifelong learning. However, vocational learning often overlooks students’ psychological needs, reducing learning motivation. This study developed a humanistic vocational learning model based on Self-Determination Theory (SDT), emphasizing autonomy, competence, and relatedness. Using a Research and Development approach with the ADDIE model, the study involved 13 students from SMK Muhammadiyah 02 South Tangerang. Data were collected through observations, interviews, expert validation, and learning motivation questionnaires. Expert validation indicated that the model was highly feasible (94.8%). Students’ average motivation scores increased from 60.00 in the pre-test to 62.62 in the post-test. Normality testing confirmed normal data distribution, while the Wilcoxon Signed Rank Test showed no statistically significant difference (p = .620). Nevertheless, the findings suggest that SDT-based vocational learning has strong potential to enhance students’ motivation, engagement, and contextual learning experiences.
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