PENGUATAN MODEL PEMBELAJARAN BERBASIS PROYEK UNTUK MENINGKATKAN KEMAMPUAN MAHASISWA VOKASI ADMINISTRASI BISNIS POLITEKNIK KOTA MEDAN
DOI:
https://doi.org/10.54314/jssr.v8i4.4391Abstrak
Abstract: Vocational education faces significant challenges in adapting its curriculum to meet the ongoing needs of industry. This study aims to assess the effectiveness of Project-Based Learning (PjBL) in improving the skills of students in the Business Administration Study Programme at the Medan City Polytechnic. A mixed-method research approach was used, involving 85 students and 5 lecturers. Quantitative data was obtained using a Likert scale questionnaire to measure students' views before and after the implementation of PjBL, while qualitative data was collected through semi-structured interviews, observations, and project document analysis. The results of descriptive analysis and paired sample t-tests show a significant increase (p < 0.05) in all skill dimensions, with the highest growth in problem solving (42%), team collaboration (38%), and communication (35%). Qualitative findings underscore the importance of project alignment with industry needs and lecturer support as key elements of success. Students also reported improvements in independent learning, critical thinking skills, and readiness to enter the workforce. The conclusion of this study is that PjBL has proven to be effective in aligning vocational education with industry demands. The proposed recommendations include more structured project planning, more intensive industry involvement, and continuous evaluation to strengthen learning outcomes.
Â
Keywords: Project-Based Learning; vocational education; Business Administration;Â industrial skills; blended learning
Â
Abstrak: Pendidikan vokasi menghadapi tantangan signifikan dalam menyesuaikan kurikulum agar sesuai dengan kebutuhan industri yang terus berlangsung. Penelitian ini bertujuan untuk menilai efektivitas penerapan Pembelajaran Berbasis Proyek (PjBL) dalam meningkatkan kemampuan mahasiswa Program Studi Administrasi Bisnis di Politeknik Kota Medan. Metode penelitian yang digunakan adalah campuran, yang melibatkan 85 mahasiswa dan 5 dosen. Data kuantitatif diperoleh dengan menggunakan kuesioner berskala Likert untuk mengukur pandangan mahasiswa sebelum dan setelah penerapan PjBL, sedangkan data kualitatif dikumpulkan melalui wawancara semi-struktural, observasi, dan analisis dokumen proyek. Hasil dari analisis deskriptif dan uji t sampel berpasangan menunjukkan ada peningkatan yang signifikan (p < 0,05) di semua dimensi keterampilan, dengan pertumbuhan tertinggi pada pemecahan masalah (42%), kolaborasi tim (38%), dan komunikasi (35%). Temuan kualitatif menggarisbawahi pentingnya keselarasan proyek dengan kebutuhan industri dan dukungan dosen sebagai elemen kunci keberhasilan. Mahasiswa juga melaporkan peningkatan dalam kemandirian belajar, keterampilan berpikir kritis, dan kesiapsiagaan untuk memasuki dunia kerja. Kesimpulan dari penelitian ini adalah PjBL terbukti efektif dalam menyelaraskan pendidikan vokasi dengan tuntutan industri. Rekomendasi yang diusulkan meliputi perencanaan proyek yang lebih terstruktur, keterlibatan industri yang lebih intensif, serta evaluasi yang berkelanjutan untuk memperkuat hasil pembelajaran.
Kata kunci: Pembelajaran Berbasis Proyek; pendidikan vokasi; Administrasi Bisnis; keterampilan industry; metode campuran.
Unduhan
Referensi
Pandya, B., & Zala, P. (2024). Vocational
education and lifelong learning: Preparing a skilled workforce for the future. The Scientific Temper, 15(spl-2), 151–159. https://doi.org/10.58414/SCIENTIFICTEMPER.2024.15.spl-2.24
Yuzhi, W., et al. (2025). Lifelong learning in vocational education: A game-theoretical analysis. Journal of Vocational Education Studies.
Zylfijaj, K., & Shaqiri, M. (2023). The role of vocational education and training in bridging the skills gap in the labour market. UBT International Conference, 11.
Ahmad, S. T., Watrianthos, R., Samala, A. D., Muskhir, M., & Dogara, G. (2023). Project-based learning in vocational education: A bibliometric approach. I.J. Modern Education and Computer Science, 4, 43–56. https://doi.org/10.5815/ijmecs.2023.04.04
Martini, M., Sariani, D., Marzuki, D., Apriyanti, D., Damaiyanti, M., & Yusof, T. U. H. B. (2024). Project-Based Learning (PjBL) practice in TVET in Indonesia and Malaysia: A comparative study. EMS Journal. https://doi.org/10.59573/emsj.8(1).2024.27
Suparmi, Tantono, & Setiawan. (2024). Implementation of the PjBL model to design learning needs in vocational schools. EduPIJ Journal.
Megayanti, T., Busono, T., & Maknun, J. (2020). Project-based learning efficacy in vocational education: Literature review. IOP Conference Series: Materials Science and Engineering, 830(4), 042075. https://doi.org/10.1088/1757-899X/830/4/042075
Ahmad, I., & Yusuf, M. (2022). Strengthening project-based learning in vocational higher education. Journal of Technical Education and Training, 14(3), 1–12.
Chakravarty S, Lundberg M, Nikolov P, Zenker J. Vocational training programs and youth labor market outcomes: Evidence from Nepal. arXiv. 2020. https://arxiv.org/abs/2006.13036
Sudjimat DA, Nyoto A, Romlie M. Implementation of project-based learning model and workforce character development for the 21st century in vocational high school. International Journal of Instruction. 2021;14(1):181–198. https://doi.org/10.29333/iji.2021.14111a
Ahmad ST, Watrianthos R, Samala AD, Muskhir M, Dogara G. Project-based learning in vocational education: A bibliometric approach. International Journal of Modern Education and Computer Science. 2023;15(4):43–56. https://doi.org/10.5815/ijmecs.2023.04.04
Astarina S, Barliana MS, Permana DC. Implementation of project-based learning method to increase transferable skills of vocational high school students. IOP Conference Series: Materials Science and Engineering. 2020;830(2):022065. https://doi.org/10.1088/1757-899X/830/2/022065
Tjokro AA, Ichwanto MA, Suwarno E, Tee TK. Effectiveness of project-based learning models in vocational schools: A study on productive subjects. Journal of Educational Management and Strategy. 2020. https://doi.org/10.57255/jemast.v2i2.292
Ahmad ST, Watrianthos R, Samala AD, Muskhir M, Dogara G. Project-based learning in vocational education: A bibliometric approach. International Journal of Modern Education and Computer Science. 2023;15(4):43–56. https://doi.org/10.5815/ijmecs.2023.04.04
Megayanti T, Busono RT, Maknun J. Project-based learning efficacy in vocational education: A literature review. IOP Conference Series: Materials Science and Engineering. 2020;830(4):042075. https://doi.org/10.1088/1757-899X/830/4/042075
Kurniawati K. Developing a project-based learning module to improve vocational students' absorption and skills. EDUTECH. 2025;24(1). https://doi.org/10.17509/e.v24i1.79930
Creswell JW, Creswell JD. Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: SAGE; 2021.
Johnson RB, Onwuegbuzie AJ, Turner LA. Toward a definition of mixed methods research. Journal of Mixed Methods Research. 2020;14(1):1–13. https://doi.org/10.1177/1558689819853299
Sugiyono. Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D (Alfabeta edition).
Bandung: Alfabeta; 2021.
Likert R. A technique for the measurement of attitudes. Archives of Psychology. 2020;140:1–55.
Kvale S, Brinkmann S. InterViews: Learning the craft of qualitative research interviewing (3rd ed.). Thousand Oaks, CA: SAGE; 2021.
Patton MQ. Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: SAGE; 2020.
Yin RK. Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: SAGE; 2022.
Field A. Discovering statistics using IBM SPSS statistics (5th ed.). London: SAGE; 2020.
Braun V, Clarke V. Thematic analysis: A practical guide. London: SAGE; 2021.
