PURNOM~1

RESEARCH ARTICLE | MARCH 09 2023
Implementation of project-based learning models to improve
bench work practice activities and skills 
Edy Purnomo  ; M. Amirul Mu'minin; Muhammad Alfarizi; ... et. al
AIP Conference Proceedings 2671, 040004 (2023)
https://doi.org/10.1063/5.0116619
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Implementation of Project-Based Learning Models to
Improve Bench Work Practice Activities and Skills
Edy Purnomoa), M. Amirul Mu’mininb), Muhammad Alfarizi, Muhammad Gifari,
and Ahmad Fikrie
a)
Corresponding author: [email protected]
b)
[email protected]
Abstract. The study aims to determine the applied process of the PjBL model, bench work practice activities, and skills
after applying PjBL. Study subjects were 34 students grade X Machining Techniques in Vocational High School
Muhammadiyah 1 Salam. The study is action research, two cycles with three meetings, syntax of learning include planning,
action, observation, and reflection. Data collection techniques using observation and data analysis are done by comparing
the percentage result of cycles I and II with descriptive techniques. The results showed that PjBL could improve students'
activities and skills by forming groups of 8 - 9 students, using a projector, motivating, individual work, monitoring,
evaluating, and conditioning classes. Improvement of student learning activities with a minimum score of good category
starting from pre-cycle 50%, cycle I 50%, cycle II 67%. Improvement of student practical skills with minimum completed
criteria score starting from pre-cycle 62%, cycle I 94%, cycle II 100%.
INTRODUCTION
Competition in today's world of work is getting tougher, as seen from the limited number of jobs compared to the
number of workers. Therefore, graduates of Vocational High Schools (VHS) are expected to have certain
competencies according to the needs of the world of work. Vocational schools are required to have goals following
industry needs through the school's vision [1].
The vision of VHS Muhammadiyah 1 Salam is to realize VHS Muhammadiyah 1 Salam as a professional Muslim
workforce that can answer the demands of the free market. Although the 2013 Curriculum has been implemented in
VHS Muhammadiyah 1 Salam, however, based on observations from the learning of bench work practices in class X
Machining Engineering at VHS Muhammadiyah 1 Salam, it is said that it is still not optimal[2]. This problem occurs
because the learning model chosen is still not appropriate. It is one of the causes of the low ability of students to read
measuring instruments, use and maintenance of poor practice equipment, poor communication relations between
students and student interest in participating in practical learning. Greatly decreased.
The problems obtained are then discussed, and solutions are sought with practical teaching teachers. Because
students are required to meet the Minimum Mastery Criteria (MMC) value set by the school, there are still students
who have not reached the MMC [3]. To overcome these problems, students' practical activities require various
appropriate learning models and according to students' conditions. To find out the variation of the learning model,
classroom action research can be done.
Choosing an inappropriate learning model is also a factor causing students to become less interested in the learning
process. These factors cause student learning outcomes to be less than optimal. Seen from the pre-cycle observation
data, it is known that the results of student learning activities are 47% in the good category, while in the practical skills
of students, there are 62% reaching MMC 76, which is said to be still low.
This classroom action research will apply the PjBL learning model. PjBL is a project learning model involving
students in problem-solving activities to train them to work by constructing their learning and producing realistic value
products. Projects require students to think actively, creatively, and skilled in planning using tools and materials.
4th International Conference on Vocational Education of Mechanical and Automotive Technology (ICoVEMAT) 2021
AIP Conf. Proc. 2671, 040004-1–040004-6; https://doi.org/10.1063/5.0116619
Published by AIP Publishing. 978-0-7354-4410-2/$30.00
040004-1
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Department of Mechanical Engineering Education, Universitas Negeri Yogyakarta, Indonesia
RESEARCH METHOD
Types of research
This study uses a classroom action research approach in 2 cycles, with learning carried out in groups in a learning
assessment system from individual results.
Research Time and Place
The research was conducted at VHS Muhammadiyah 1 Salam which is located at Jumoyo, Salam, Magelang,
Central Java. This research was conducted on 6 - 18 November 2019.
Target/Research Subject
The research subjects were 34 students of class X Mechanical Engineering at VHS Muhammadiyah 1 Salam.
Procedure
The technique of analyzing student learning activity data uses descriptive statistical analysis with the Linkert Scale
in 5 aspects that are observed [9], then categorized using the provisions as shown in Table 1.
The research procedure can be seen in Fig. 1.
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Through projects done collaboratively, it is useful to train students' cooperative attitudes to increase students' practical
work activities and skills after implementing the PjBL model [4].
The PjBL model is implemented based on research that has been carried out including, based on Eko Mulyadi's
[5] research, namely the application of the PjBL model to improve the performance and learning achievement of
physics students at VHS with research showing the results that the implementation of PjBL can improve student
performance and learning outcomes by 18 .75% with data obtained in the first cycle of 15.70 and increased to 24.63
in cycle 2. Research from Bastian and Bernadius Sentot [6] is the application of PjBL with Lesson Study to improve
learning outcomes of Machining Engineering with research showing results that students' activeness is above 90%
and is included in the very active category. Research from Kartini et al. [7] is an effort to improve student learning
outcomes in technical drawing lessons through the application of the PjBL method for class XB students at VHS
Warga Surakarta in the 2016/2017 academic year, with research results showing an increase in student learning
outcomes after using the PjBL method with data on learning outcomes in the first cycle of 62.16% and skills of 64.28%
increased to 86.48% on learning outcomes with skills of 88.61% in the second cycle. Based on the results of
observations and research conducted, the application of PjBL is believed to be a variation of the learning model that
will improve student learning activities and practical skills in bench work practice learning.
Benchwork practice is a basic technique that students must master’s in mechanical engineering. The benchwork
practice trains students to use work tools properly and correctly. Students are expected to be able to produce a
workpiece from a given worksheet with a predetermined standard. The benchwork practice focuses not only on the
results of its work but also on the work ethic, which includes perseverance, discipline, and patience [8].
Based on the description above, the application of PjBL will be able to increase the activities and skills of student
work practices at VHS Muhammadiyah 1 Salam. With these efforts, graduates are expected to have better work
activities and skills with results that are useful to compete in the world of work.
FIGURE 1. Research Procedure Diagram
Data collection techniques using observation, tests, and documentation. The statement is used to determine
implementing PjBL and observing learning activities using a closed Likert Scale. Tests are used to assess the results
of practical skills. Documentation in the form of data from observation of learning activities and a list of scores from
the effects of student practice.
Data Analysis Technique
The technique of analyzing student learning activity data uses descriptive statistical analysis with the Linkert Scale
in 5 aspects that are observed as shown in Table 1, then categorized using the provisions as shown in Table 2.
TABLE 1. Likert Scale
Value Category
Score
Very Good
Good
Pretty Good
Not Good
Bad
5
4
3
2
1
TABLE 2. Criteria for Assessment of Student Learning Activities.
Aspects Observed
Seriousness and Discipline
Joy and Spirit
Attitude to the media
Learning order activities
The activity of receiving and understanding
lessons
Score data was obtained from the average score of all students in the pre-cycle, cycle I and cycle II. Then it is
calculated by determining a maximum score of 5, a minimum score of 1 from the practical aspect, calculating Mean
Ideal (Mi), Standard Deviation ideal (SDi) then concluded using descriptive statistics to be categorized and used as a
histogram to know the detailed data on the number of students using the provisions as in Table 3.
TABLE 3. Category of Student Learning Activity Assessment.
Score
Value Category
X ≥ Mi + 1,8 Sdi
Mi + 0,6 SDi ≤ X < Mi + 1,8 Sdi
Mi – 0,6 SDi ≤ X < Mi + 0,6 Sdi
Mi – 1,8 SDi ≤ X < Mi – 0,6 Sdi
X < Mi – 1,8 σ
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Very Well
Well
Pretty Good
Not Good
Bad
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Data, Instruments, and Data Collection Techniques
The data analysis technique of students' practical skills uses a descriptive statistical calculation format by
calculating the number of scores from the practice results that have been added up. As assessed, have a value scale of
1 - 10 with one minimum value and a maximum value of 10 from the student worksheet for the assessment criteria
using the provisions shown in Table 4.
TABLE 4. Student Practice Skills Assessment Criteria
Rated aspect
The score data value from the worksheet that has been obtained is then calculated for students who reach the KKM.
The value data obtained is estimated to be used as a percentage. The data calculation resulted in the ratio of the number
of students with the KKM achievement and a histogram of students' practical skills. Then concluded statistically
descriptive and categorized with provisions such as Table 5.
TABLE 5. Practical Skills Assessment Category
Number of Students 34 (100%)
Value KKM
Student Achievements
≥ 76
< 76
≥ KKM
< KKM
RESULT AND DISCUSSION
The study results used a qualitative descriptive analysis in the form of the process of implementing the PjBL model.
While the descriptive statistical analysis in the form of data from the observation of learning activities and the results
of students' practical skills. With statistical data obtained through observations of learning activities and the effects of
student practice scores after implementing PjBL.
PjBL Action Implementation Process
Implementing the PjBL learning model in bench work practice is carried out in cycles I and II by forming practice
groups of 8-9 students and followed by the opening, giving motivation, and delivering subject matter with learning
media or projectors, providing individual worksheets, conducting group discussions on worksheets. Then the teacher
assists in practice and evaluates work results and assessments. Finally, the teacher gives appreciation to students or
groups who get the best grades and class conditioning.
Student Learning Activities
Student learning activities after the PjBL model was applied to bench work practices. It could be seen that students
were pleased and interested. As evidenced by the pre-cycle scores, cycle I and cycle II were then distributed into
categories of student learning activity assessment by calculating the ideal mean (Mi), ideal standard deviation (SDi),
and the percentage of students in each category. The maximum score is five, and the minimum score is 1. So that the
prices are Mi = 1/2 (5+1) = 3 and SDi = 1/6 (5-1) = 0.6. The results of these data can be seen in Table 6.
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Dimensions of object thickness
Long dimension of an object
Hole length diameter
Hole width diameter
Radius
Field flatness
laziness
Estimated time
N7 Smoothness
Cleanliness of the workpiece
TABLE 6. Category of Student Learning Activity Assessment.
Number of Students 34 (100%)
Score
Pre Cycle
Cycle I
Cycle II
Category
X ≥ 4,2
3,4≤ X<4,2
2,6≤ X<3,4
1,8≤ X<2,6
X<1,2
3%
47%
50%
0%
0%
0%
50%
50%
0%
0%
3%
67%
30%
0%
0%
Very Well
Well
Pretty Good
Not Good
Bad
The Table shows that 3% of students were in very well category in the pre-cycle, 47% in well category, and 50%
in pretty good category. Cycle I: 0% of students very well category, 50% of students in well category, and 50% in
pretty good category. In cycle II, 3% of students are in very well categoty, 67% in well category, and 30% in pretty
good category. While in the variety of not good and bad in each cycle there are 0% of students. The data obtained is
then used as a histogram of data, as shown in Fig. 2.
90%
80%
67%
Percentage
70%
60%
47% 50%
50%
50% 50%
40%
30%
30%
20%
10%
3%
0% 0%
0%
0%
Pre Cycle
Very Well
0% 0%
3%
Cycle I
Number of Students
Well
Pretty Good
Not Good
0% 0%
Cycle II
Bad
FIGURE 2. Histogram of Student Learning Activities
Data on the increase in student learning activities were obtained from the percentage of students in the good
category. The percentage data is used to measure the growth in student learning activities and the implementation of
the final exercise, followed by an evaluation phase aimed at knowing the results of the value of students' practical
skills.
Student Practice Skills
Students' practical skills after implementing the PjBL model are proven by data on the percentage of students who
reach the KKM. Judging from the data on the results of the category of achievement of practical skills in the pre-cycle,
cycle I, and cycle II with a minimum score that reaches the KKM, which is 76, it can be seen in Table 7.
TABLE 7. Category of Student Practice Skill Achievement
Number of Students 34 (100%)
Value
Pre Cycle
Cycle I
Cycle II
≥ 76
< 76
62%
38%
94%
6%
100%
0%
Table 7 shows that in the pre-cycle, there were 62% of students KKM and 38% of students < KKM. Cycle I there
are 94% of students KKM and 6% of students < KKM. While in the second cycle, there are 100% students KKM and
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100%
Percentage
0% students < KKM. Furthermore, the data from the percentage of students is used as a histogram, as shown in Fig.
3.
100%
94%
62%
38%
6%
Pre Cycle
Cycle I
0%
Cycle II
Number of Students
< KKM
≥ KKM2
FIGURE 3. Histogram of Students' Practical Skills
Data on improving students' practical skills were obtained from the percentage of students who achieved the KKM
score of 76. Data on the percentage of students who completed the KKM score was used to measure the improvement
of students' practical skills. The data is used to determine the percentage increase in students' practical skills in each
cycle.
CONCLUSION
The process of implementing the PjBL model was carried out in cycle I and cycle II. Implementing PjBL includes
giving materials, forming groups, giving individual worksheets, monitoring, evaluating, and conditioning classes. To
assess the learning activities and practical skills of students carried out at the end of each cycle.
The percentage of student learning activity results in data is categorized as good in the pre-cycle; 50% students,
50% students in the first cycle, and 67% in the second cycle. The number of students was obtained based on the criteria
for increasing student learning activities in the excellent category. While the number of students is relatively high in
learning activities after PjBL is implemented, it is shown in the first and second cycles.
The percentage of data on the results of students' practical skills who reach the KKM after PjBL is applied in each
cycle always increases. The number of students obtained is based on the increase in students who earn the KKM score.
It is shown that data from pre-cycle 62% of students KKM, cycle I 94% of students KKM, and cycle II 100% of
students KKM. It can be said that the application of the PjBL model can help students improve their practical skills.
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