Project-Based Learning untuk Meningkatkan Hasil Belajar Peserta Didik di Sekolah Menengah Kejuruan
DOI:
https://doi.org/10.24036/jpte.v7i2.680Keywords:
Hasil Belajar, Learning Outcomes, Project-Based Learning, Electric Motor Installation, Vocational High SchoolAbstract
This study investigates the effectiveness of the Project-Based Learning (PjBL) model in improving students’ learning outcomes in Electrical Motor Installation Practice at SMK Negeri 1 Bukittinggi, Indonesia. The study addresses students’ low academic achievement and difficulties in integrating theoretical knowledge with practical skills, which may be associated with conventional instructional approaches. A pre-experimental design employing a one-group pretest–posttest format was conducted with 35 eleventh-grade students enrolled in the Electrical Power Installation program. Data were collected using objective tests to assess cognitive learning outcomes and practical performance assessments to evaluate psychomotor skills. The findings indicated an improvement in cognitive learning outcomes, with an N-gain score of 0.30, categorized as low. Classical learning mastery increased from 11% in the pretest to 77% in the posttest. In the psychomotor domain, most students achieved a good performance category. These findings suggest that PjBL has the potential to improve students’ cognitive achievement and practical competencies in electrical motor installation. However, the relatively low N-gain score indicates that the improvement in cognitive outcomes remains limited. The findings support the use of project-based instruction in vocational electrical education while highlighting the need for further instructional refinement to maximize learning gains.
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