Collaborative Learning as the Primary Determinant of Student Achievement in Boarding Seminary Schools in Indonesia's 3T Regions: The Roles of Character Coaching and Educational Facilities

Abstract

One of the primary measures of how well education is being implemented is student achievement, which is impacted by character development, the quality of the learning experience, and support for infrastructure and facilities. The purpose of this study is to examine how infrastructure, character coaching, and cognitive collaborative learning affect student performance at Asmat Yohanes Evangelist Seminary SMAK, South Papua. The research used a quantitative approach with the Partial Least Squares-Structural Equation Modeling (PLS-SEM) method on 81 students as respondents. Data were collected using a questionnaire that had passed validity and reliability tests, then analyzed by testing the measurement model and structural model. The results of the study showed that cognitive collaborative learning had a positive and significant effect on student achievement (β = 0.473; t = 2.749; p = 0.006). Conversely, character coaching (β = 0.172; t = 0.978; p = 0.328) and infrastructure (β = 0.167; t = 0.956; p = 0.339) did not have a substantial partial effect on student achievement.  The research model is capable of explaining 61.2% of the variation in student achievement (R² = 0.612). These results suggest that cognitive collaborative learning is the primary factor contributing to student achievement, with character mentoring and infrastructure serving as supportive elements. This study provides an empirical contribution by showing that cognitive collaborative learning plays a greater role in improving student achievement than character coaching and infrastructure in boarding schools in the 3T region.