Ilmiyati Rahmy Jasril, Usmeldi, Krismadinata
This study aims to examine the influence of self-regulated learning, self-efficacy, critical thinking, and problem-solving skills on academic performance in simulation-based engineering education. Technology-enhanced learning, particularly through simulation, provides an interactive and autonomous environment that encourages students to engage cognitively and manage their own learning. In this context, virtual circuit simulation projects are used to foster deeper thinking, sustained effort, and practical problem-solving. A total of 372 electronics engineering students from Universitas Negeri Padang participated in the study, completing a structured questionnaire. Data were analyzed using Structural Equation Modeling (SmartPLS) and network analysis (JASP). The findings show that self-regulated learning and self-efficacy significantly predict students’ critical thinking, problem-solving skills, and academic performance. Moreover, problem-solving was the strongest cognitive predictor of academic achievement. These results highlight the importance of cultivating motivation and cognition through simulation-based learning, which supports the development of essential skills and improves academic outcomes in higher education. Notably, the combined effects of these variables explained 76.8% of the variance in academic performance (R²=0.768). © 2026 by the authors.
Departement of Electronics Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia; Departement of Electrical Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
