Keywords
Vocational Education
Computerized Accounting
Student Learning Outcomes
Classroom Action Research
How to Cite
Abstract
The rapid advancement of technology in accounting systems requires educational institutions to adapt their teaching methods to meet industry demands. This study aims to evaluate the effectiveness of the Project-Based Learning (PjBL) model in enhancing student learning outcomes in the computerized accounting subject at SMK Negeri 1 Solok. The research is motivated by the pressing need for vocational education to bridge the gap between theoretical knowledge and its practical application, mainly using accounting software such as MYOB Accounting. Employing a classroom action research (CAR) approach, the study was conducted in two cycles, each comprising planning, action, observation, and reflection stages. The participants were 32 students from class XII AKL 4, who initially struggled to integrate accounting concepts with computerized applications. The findings demonstrate significant improvements in student performance, with average scores increasing from 71.85 in the pre-cycle to 85.61 by the second cycle, reflecting an improvement in mastery learning from 48.48% to 78.78%. The PjBL model fosters active participation, critical thinking, and collaboration, making learning more engaging and contextually relevant. This study contributes to the growing body of literature advocating for PjBL in vocational education by providing empirical evidence of its effectiveness in accounting education. Furthermore, the study highlights the importance of aligning educational strategies with technological trends to better prepare students for the workforce demands.
Abstract viewed: 688 times
PDF downloaded: 561 times
References
[1] N. A. Suharno, P. Pambudi, and B. Harjanto, "Vocational education in Indonesia: History, development, opportunities, and challenges," Child Youth Serv. Rev., vol. 115, p. 105092, Aug. 2020. https://doi.org/10.1016/j.childyouth.2020.105092
[2] E. de Bruijn and Y. Leeman, "Authentic and self-directed learning in vocational education: Challenges to vocational educators," Teach. Teach. Educ., vol. 27, no. 4, pp. 694–702, May 2011. https://doi.org/10.1016/j.tate.2010.11.007
[3] S. Prajoko, I. Sukmawati, A. F. Maris, and A. N. Wulanjani, "Project-Based Learning (PjBL) Model with STEM Approach on Students' Conceptual Understanding and Creativity," J. Pendidikan IPA Indonesia, vol. 12, no. 3, pp. 401–409, Sep. 2023. https://doi.org/10.15294/jpii.v12i3.42973
[4] N. Mediatati et al., "Peningkatan Kemampuan Guru Menyusun Karya Ilmiah Berbasis Penelitian Tindakan Kelas," Int. J. Community Service Learning, vol. 7, no. 2, pp. 155–159, Jun. 2023. https://doi.org/10.23887/ijcsl.v7i2.61289
[5] A. Saad and S. Zainudin, "A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning," Learn. Motiv., vol. 78, p. 101802, May 2022. https://doi.org/10.1016/j.lmot.2022.101802
[6] F. X. Ria, E. Y. Awe, D. N. Laksana, and R. Artikel, "Kemampuan Membaca Pemahaman dalam Pembelajaran Literasi dengan Suplemen Buku Cerita Bergambar," J. Pendidikan Dasar Flobamorata, vol. 4, no. 2, pp. 570–577, Aug. 2023. https://doi.org/10.51494/jpdf.v4i2.1006
[7] M. Nurfitriyanti, "Model Pembelajaran Project-Based Learning Terhadap Kemampuan Pemecahan Masalah Matematika," Formatif: J. Ilmiah Pendidikan MIPA, vol. 6, no. 2, pp. 149–160, Nov. 2016. https://doi.org/10.30998/formatif.v6i2.950
[8] P. Guo, N. Saab, L. S. Post, and W. Admiraal, "A review of project-based learning in higher education: Student outcomes and measures," Int. J. Educ. Res., vol. 102, p. 101586, Jan. 2020. https://doi.org/10.1016/j.ijer.2020.101586
[9] R. A. Yanti and N. Novaliyosi, "Systematic Literature Review: Model Pembelajaran Project-Based Learning (PjBL) terhadap Skill yang dikembangkan dalam Tingkatan Satuan Pendidikan," J. Cendekia: J. Pendidikan Matematika, vol. 7, no. 3, pp. 2191–2207, Aug. 2023. https://doi.org/10.31004/cendekia.v7i3.2463
[10] N. Kunlasomboon, S. Wongwanich, and S. Suwanmonkha, "Research and Development of Classroom Action Research Process to Enhance School Learning," Procedia Soc. Behav. Sci., vol. 171, pp. 1315–1324, Jan. 2015. https://doi.org/10.1016/j.sbspro.2015.01.248
[11] A. Yulianto, A. Fatchan, and I. K. Astina, "Penerapan Model Pembelajaran Project-Based Learning Berbasis Lesson Study untuk Meningkatkan Keaktifan Belajar Siswa," J. Pendidikan: Teori, Penelitian, dan Pengembangan, vol. 2, no. 3, pp. 448–453, Mar. 2017. https://doi.org/10.17977/jptpp.v2i3.8729
[12] A. Suprijono, Model-Model Pembelajaran, Jakarta, Indonesia: Gramedia Pustaka Jaya, 2011.
[13] M. Sinta, H. Sakdiah, N. Novita, F. W. Ginting, and S. Syafrizal, "Penerapan Model Pembelajaran Project-Based Learning (PjBL) untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa pada Materi Hukum Gravitasi Newton di Mas Jabal Nur," phi: J. Pendidikan Fisika dan Terapan, vol. 8, no. 1, pp. 24–28, Jan. 2022. https://doi.org/10.22373/p-jpft.v8i1.14546
[14] L. Wijnia, G. Noordzij, L. R. Arends, R. M. J. P. Rikers, and S. M. M. Loyens, "The Effects of Problem-Based Learning: A Meta-Analysis on Student Motivation and Learning Outcomes," Educational Research Review, vol. 34, article 100409, 2021. https://doi.org/10.1016/j.edurev.2021.100409
[15] W. Zhang, Y. Guan, and Z. Hu, "The efficacy of project-based learning in enhancing computational thinking among students: A meta-analysis of 31 experiments and quasi-experiments," Education and Information Technologies, vol. 29, pp. 14513–14545, 2024. https://doi.org/10.1007/s10639-024-11585-9
[16] E. C. Miller, S. Severance, and J. Krajcik, "Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts," J. Sci. Teacher Educ., vol. 31, no. 7, pp. 757-779, 2021. https://doi.org/10.1080/1046560X.2020.1864099
[17] V. Sukackė et al., "Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL," Sustainability, vol. 14, no. 21, article 13955, 2022. https://doi.org/10.3390/su142113955
[18] F. Marton, W. M. Cheung, and S. W. Y. Chan, "The object of learning in action research and learning study," Educational Action Research, vol. 27, no. 4, pp. 481–495, 2019. https://doi.org/10.1080/09650792.2018.1489873
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright (c) 2023 Refna Yetti