Analysis of the Implementation of Project-Based Vocational Learning Programs as 21st Century Learning in Vocational Schools

Abstract

The implementation of project-based learning programs that are in line with the concept of 21st century learning is very important in the era of the Industrial Revolution 4.0 for vocational schools. However, in practice in the field, the learning results in vocational learning programs at vocational schools that implement Project-Based Learning have not shown optimal results in improving students' skills and work readiness. This study aims to analyze the application of project-based vocational learning programs in vocational schools as a 21st century learning approach, as well as identify its effectiveness in improving students' critical thinking, collaboration, communication, and creativity skills (21st century skills). This study applies a collective case study method or multiple case study with a qualitative approach. Data were obtained through interviews, observations, and documentation, and were checked for validity through triangulation and analyzed using the Miles & Hubberman model. The results of the study show that the concrete form of project-based vocational learning programs in vocational schools in the Tangerang region has three main forms: PjBL for schools, PjBL for industrial cooperation, and PjBL for the community. Overall, the PjBL program implemented has had a positive impact on improving students' competence and work readiness. However, its effectiveness in improving job readiness still faces challenges, especially related to the relevance of the project to industry needs as well as the gap in technical and non-technical skills of learners. In addition, other challenges found include limited facilities, continuity of industrial cooperation, and the readiness of teachers and students in managing projects.