PERBEDAAN KOMPETENSI PESERTA DIDIK DIBELAJARKAN MENGGUNAKAN MODEL PEMBELAJARAN BERBASIS PROYEK DIBANDINGKAN MODEL PEMBELAJARAN LANGSUNG

DIFFERENCES IN STUDENTS' COMPETENCIES TAUGHT USING PROJECT-BASED LEARNING MODEL COMPARED TO DIRECT INSTRUCTION MODEL

Setiap peserta didik di SMK memiliki potensi untuk berkembang, terutama jika didukung oleh model pembelajaran yang tepat. Penelitian ini bertujuan untuk menganalisis perbedaan kompetensi peserta didik yang dibelajarkan menggunakan model Project-Based Learning (PjBL) dan Direct Instruction pada elemen Instalasi Penerangan Listrik di SMK Muhammadiyah 3 Gresik. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe Nonequivalent Control Group Design. Sampel terdiri dari kelas XI TITL A (eksperimen) dan XI TITL B (kontrol). Instrumen meliputi pretest-posttest (kognitif), observasi sikap (afektif), dan penilaian praktik (psikomotorik). Hasil menunjukkan N-Gain kognitif kelas eksperimen sebesar 0,7474 (tinggi) dan kontrol 0,6089 (sedang). Uji t menunjukkan perbedaan signifikan pada seluruh aspek kompetensi (Sig. < 0,05). Kesimpulannya, model PjBL lebih efektif dibandingkan Direct Instruction dalam meningkatkan kompetensi peserta didik. Temuan ini merekomendasikan penerapan PjBL secara lebih luas di SMK.

Every vocational high school student has the potential to grow, especially when supported by an appropriate learning model. This study aims to analyze the differences in student competencies taught using the Project-Based Learning (PjBL) model and the Direct Instruction model in the Electrical Lighting Installation element at SMK Muhammadiyah 3 Gresik. The research employed a quantitative approach with a quasi-experimental design using the Nonequivalent Control Group Design. The sample consisted of class XI TITL A (experimental group) and XI TITL B (control group). The instruments used were pretest-posttest (cognitive domain), observation sheets (affective domain), and performance assessments (psychomotor domain). The results showed that the cognitive N-Gain score of the experimental class was 0.7474 (high category), while the control class scored 0.6089 (moderate category). The independent sample t-test indicated a significant difference in all competency domains (Sig. < 0.05). It can be concluded that the PjBL model is more effective than the Direct Instruction model in enhancing students’ overall competencies. These findings recommend a broader implementation of the PjBL model in vocational high schools to produce graduates who are better prepared for the demands of the workforce.