Analisis Kompetensi Guru Dan Prestasi Belajar Siswa: Peran Mediasi Gaya Belajar Dalam Path Analysis
This study investigates the effects of teachers’ professional and pedagogical competence on students’ academic achievement, with students’ learning styles serving as a mediating variable. Employing a quantitative explanatory design, data were collected from students in formal educational settings using structured questionnaires to assess teachers’ professional competence, pedagogical competence, and students’ learning styles, as well as academic records to measure achievement. Path analysis was used to examine both direct and indirect relationships among the variables. The results reveal that both professional and pedagogical competence of teachers exert a significant positive effect on students’ academic achievement. Moreover, students’ learning styles partially mediate the relationship between teachers’ competencies and academic achievement, indicating that instructional practices aligned with learners’ preferred ways of processing information enhance learning outcomes. The novelty of this study lies in its integrative mediation framework, which positions learning styles not merely as individual traits but as adaptive learning outcomes shaped by teachers’ professional and pedagogical competence. These findings underscore the importance of developing teacher competencies that support adaptive, learner-centered instruction to promote sustainable improvements in students’ academic achievement.
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