PROBLEM-BASED LEARNING MODEL TO IMPLEMENT DEEP LEARNING IN SHIP MACHINING PRACTICE

Abstract

ABSTRACT

Practical ship machinery learning in vocational high schools requires students’ active engagement, the ability to analyze technical problems, and the mastery of skills relevant to real workplace situations. However, learning processes that remain dominated by teacher instruction may limit students’ opportunities to explore problems and determine solutions independently. This study aimed to analyze the effect of implementing Problem-Based Learning (PBL) within a deep learning approach on student engagement, problem-solving skills, and practical learning outcomes among eleventh-grade students in the Ship Machinery Program at SMK Negeri 5 Tanjungpinang. The study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of two purposively selected classes: an experimental class receiving problem-based instruction and a control class receiving conventional instruction. Data were collected through observation, questionnaires, tests, and documentation, and analyzed using descriptive statistics, prerequisite tests, an independent samples t-test, and N-Gain analysis. The findings revealed that the experimental class achieved higher scores than the control class in student engagement, problem-solving skills, and practical learning outcomes. The difference in learning outcomes was statistically significant, with a significance value of 0.000 < 0.05, while the experimental class obtained an N-Gain score of 0.72, categorized as high. These findings indicate that PBL can serve as a contextual learning strategy to strengthen student engagement, problem-solving skills, and practical competencies in vocational education.

ABSTRAK

Pembelajaran praktik permesinan kapal di sekolah menengah kejuruan menuntut keterlibatan aktif siswa, kemampuan menganalisis permasalahan teknis, serta penguasaan keterampilan yang sesuai dengan situasi kerja nyata. Namun, proses pembelajaran yang masih didominasi arahan guru berpotensi membatasi partisipasi siswa dalam mengeksplorasi masalah dan menentukan solusi secara mandiri. Penelitian ini bertujuan menganalisis pengaruh penerapan Problem-Based Learning (PBL) dalam pembelajaran mendalam terhadap keterlibatan siswa, kemampuan pemecahan masalah, dan hasil belajar praktik permesinan kapal siswa kelas XI di SMK Negeri 5 Tanjungpinang. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen melalui desain pretest-posttest control group. Sampel terdiri atas dua kelas yang dipilih secara purposif, yaitu kelas eksperimen yang memperoleh pembelajaran berbasis masalah dan kelas kontrol yang mengikuti pembelajaran konvensional. Pengumpulan data dilakukan melalui observasi, angket, tes, dan dokumentasi, sedangkan analisis mencakup statistik deskriptif, uji prasyarat, independent samples t-test, dan N-Gain. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh capaian lebih tinggi dibandingkan kelas kontrol pada keterlibatan belajar, kemampuan pemecahan masalah, dan hasil belajar praktik. Perbedaan hasil belajar terbukti signifikan dengan nilai signifikansi 0,000 < 0,05, sementara nilai N-Gain kelas eksperimen sebesar 0,72 berada pada kategori tinggi. Temuan ini menegaskan bahwa PBL dapat menjadi strategi pembelajaran kontekstual untuk memperkuat keterlibatan, kemampuan pemecahan masalah, dan kompetensi praktik siswa pendidikan vokasi.