%0 Thesis
%9 Skripsi
%A Vivi Anita Purwanti, NIM.: 22104090025
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2026
%F digilib:79973
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K quality of the learning process, maintenance of infrastructure,  teacher pedagogical competence, teaching factory.
%P 201
%T PENGARUH PEMELIHARAAN SARANA PRASARANA DAN  KOMPETENSI PEDAGOGIK GURU TERHADAP KUALITAS  PROSES PEMBELAJARAN BERBASIS TEACHING FACTORY  DI SMK MUHAMMADIYAH 1 MOYUDAN SLEMAN
%U https://digilib.uin-suka.ac.id/id/eprint/79973/
%X This research was motivated by several issues regarding the implementation  of "teaching factory"-based learning at SMK Muhammadiyah 1 Moyudan Sleman,  including suboptimal preventive maintenance of facilities and infrastructure, as  well as challenges related to educator competence and staffing ratios across certain  specialization programs. This study aims to determine the partial and simultaneous  effects of infrastructure maintenance and teacher pedagogical competence on the  quality of teaching factory based learning processes at SMK Muhammadiyah 1  Moyudan Sleman.  This quantitative research was conducted at SMK Muhammadiyah 1  Moyudan, with a sample of 143 students from a total population of 223 grade eleven  students. Sampling was conducted using a stratified random sampling technique  with the help of Microsoft Excel's randbetween function based on student ID  numbers. The independent variables were infrastructure maintenance (X1) and  teacher pedagogical competence (X2), while the dependent variable was the quality  of the learning process (Y). The data collection instruments used questionnaires  and documentation. Meanwhile, the data analysis technique used descriptive and  parametric statistics with the help of SPSS 26 and SPSS 27(Statistical Product and  Social Sciences) software.  The results of the F-test analysis showed that infrastructure maintenance  (X1) and teacher pedagogical competence (X2) simultaneously had a positive and  significant effect on the quality of the learning process (Y), as evidenced by the  calculated F-value of 119.179 with a significance level of 0.000 < 0.05.  Furthermore, the results of the partial t-test indicated that teacher pedagogical  competence (X2) provided a more dominant contribution to driving the quality of  the learning process than infrastructure maintenance (X1), with regression  coefficients of 1.481 and 0.126, respectively. The validity of the t-test significance  was established by applying Robust Standard Errors to eliminate the impact of  heteroskedasticity without altering the regression coefficient values or R². The  relationship between these variables is formulated in a multiple linear regression  equation, namely Y = 18.979 + (0.126)X1 + (1.481)X2 + e. The coefficient of  determination (
%Z Nora Saiva Jannana, M.Pd.