Synergizing Student Motivation and Project-Based Learning Syntax for Internet of Things Course Learning Outcomes

Abstract

This study examines how internal learning motivation interacts with students' evaluative perception of Project-Based Learning (PjBL) syntax to influence academic achievement in a hardware-software integrated Internet of Things (IoT) course. A quantitative causal-associative survey design was executed among 48 Electronics Engineering Education students (2022 cohort) at Universitas Negeri Makassar using saturated total sampling. Data was collected via a validated 26-item Likert questionnaire and standardized rubrics evaluating cognitive, psychomotor, and effective IoT course performance. Analysis employed multiple linear regression preceded by classical assumption verifications, Harman's Single-Factor test for common method variance, and a G*Power post-hoc sensitivity check. Both learning motivation (β = .308, t (45) = 2.308, p = .026) and perception of PjBL syntax implementation (β = .304, t (45) = 2.272, p = .028) exerted significant positive partial effects on IoT learning outcomes. Jointly, the model demonstrated a significant simultaneous effect, F (2, 45) = 5.644, p = .007, accounting for 20.1% of achievement variance (R² = .201, Adjusted R² = .165). Post-hoc power analysis confirmed adequate statistical power (1 - β = 0.812, α = .05) despite the small cohort size.