Predicting ICT Learning Outcomes through Intelligence and Learning Intensity among Vocational High School Students

Hidayat Amin Sikki; Firman Firman; Muhamad Ali Kasri; Sahidi Sahidi

doi:10.59923/joinme.v4i2.829

Authors

Hidayat Amin Sikki Departement of Informatics Education, Muhammadiyah Education University of Sorong, Sorong, Indonesia
Firman Firman Departement of Informatics Education, Muhammadiyah Education University of Sorong, Sorong, Indonesia
Muhamad Ali Kasri Departement of Informatics Education, Muhammadiyah Education University of Sorong, Sorong, Indonesia
Sahidi Sahidi Departement of Informatics Education, Muhammadiyah Education University of Sorong, Sorong, Indonesia

DOI:

https://doi.org/10.59923/joinme.v4i2.829

Keywords:

Intelligence, Learning Intensity, ICT Learning Outcomes

Abstract

This study examined how intelligence and learning intensity relate to ICT learning outcomes among grade XI students at SMK Muhammadiyah Salawati. The issue was raised because a number of students had not yet reached the expected learning standard, while school psychological-test data and classroom observations indicated different levels of intelligence and study habits. The research used an ex post facto design involving the whole population of 20 students consisting of grade XI TKJ and XI DKV classes. Intelligence and ICT learning outcomes were obtained through documentation, whereas learning intensity was measured using a questionnaire that had been validated and tested for reliability. Data were analyzed using descriptive statistics, prerequisite tests, simple regression, and multiple regression at a significance level of 0.05. The findings showed that most students' intelligence was in the average category (60%), learning intensity was mostly high (45%), and ICT learning outcomes were mostly incomplete (60%). Intelligence had a positive and significant effect on ICT learning outcomes with a contribution of 9.1%. Learning intensity also showed a positive and significant effect with a contribution of 15%. Together, both variables explained 23% of the variance in ICT learning outcomes (R = 0.480, R² = 0.230, F = 8.984, p < 0.001). The study concludes that intelligence and learning intensity are meaningful predictors of ICT achievement, although other learning factors still require further attention and investigation. Theoretically, the findings extend cognitive-ability and learning-engagement research to ICT learning in a small vocational school setting and show that cognitive readiness and learning behavior work together rather than separately. Practically, the results suggest that ICT teachers should combine information on students' cognitive readiness with structured routines for regular practice and review.

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