https://doi.org/10.14421/ijar.2026.51-10
Main Article Content
Abstract
Purpose – This study aims to examine the effectiveness of the work-based project learning model in enhancing vocational students’ work competitiveness in the dimensions of technical skills, problem-solving ability, collaboration and communication, and self-directed learning. This study also examines how students’ involvement in work-based projects can strengthen their readiness to face industrial demands.
Design/methods – This study used a quasi-experimental design with a mixed-methods approach through a pretest-posttest control group design. The research involved 180 vocational high school students in West Java, Indonesia, who were divided into an experimental group and a control group. The experimental group participated in work-based project learning for 16 weeks, while the control group received conventional instruction. Quantitative data were analyzed using ANCOVA to examine differences in learning outcomes between groups, while qualitative data were analyzed through thematic analysis of interviews, reflection journals, classroom observations, and project documents.
Findings – The results show that students in the experimental group achieved significantly higher competency outcomes than those in the control group. The effect sizes were large for technical skills (d = 1.31), problem-solving (d = 1.25), collaboration and communication (d = 1.21), and self-directed learning (d = 1.28). A total of 85–87% of students in the experimental group reached the good or excellent category, while only 52–65% of students in the control group achieved the same level. In addition, this learning model encouraged students’ active engagement, increased self-confidence, and supported the formation of a clearer professional identity. These findings confirm that work-based project learning is effective in improving vocational students’ work competitiveness through authentic learning experiences, industry collaboration, and integrated competency development.
Keywords:
Article Details
References
Allen, M., Bryant, K., & Cameron, R. (2021). The transition from education to employment: Examining the role of experiential learning. Journal of Career Development, 48(3), 215–230.
Anderson, T. (2019). The future of education: Bridging theory and practice in workforce preparation. Educational Leadership Quarterly, 55(2), 134–148.
Bennett, J., Richardson, S., & Hayes, M. (2021). Authentic learning in professional contexts: A systematic review. Review of Educational Research, 91(1), 78–115.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Brown, L., & Smith, R. (2020). Transforming education for the modern workforce. Journal of Educational Innovation, 12(1), 45–62.
Butler, S. (2018). Implementing project-based learning across diverse contexts. Teaching and Teacher Education, 76, 88–102.
Campbell, D., Hughes, P., & Morrison, K. (2021). Defining and measuring work competitiveness in educational settings. Assessment in Education, 28(3), 312–329.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Dixon, M., & Walsh, K. (2019). Beyond engagement: Measuring meaningful learning outcomes in project-based education. Educational Evaluation and Policy Analysis, 41(2), 234–251.
Evans, T., Scott, J., & Reynolds, M. (2020). Understanding the mechanisms of competency development in experiential learning. Learning and Instruction, 68, Article 101318.
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Firmansyah, H. (2018). Vocational education reform in Indonesia: Challenges and opportunities. Indonesian Journal of Educational Policy, 3(2), 112–128.
Foster, R., Anderson, M., & White, C. (2020). The impact of work-integrated learning on student competency development. Journal of Cooperative Education and Internships, 54(1), 67–84.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Harris, L., Chen, W., & O'Brien, J. (2020). Workplace authenticity in educational project design. Journal of Workplace Learning, 32(5), 378–394.
Henderson, S., Douglas, R., & Price, M. (2021). Equity and access in experiential learning opportunities. Educational Researcher, 50(3), 189–205.
Hidayat, F., Rahman, A., & Ahmad, S. (2020). Cultural factors influencing pedagogical innovation in Indonesian schools. Asia Pacific Journal of Education, 40(2), 234–249.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
Indrawati, L., Prasetyo, B., & Kusuma, D. (2021). Graduate employability and skills gaps in Indonesia. Southeast Asian Journal of Economics, 9(1), 78–95.
Johnson, P., Williams, T., & Davis, M. (2021). Bridging the gap between education and employment. Educational Policy Review, 34(2), 156–173.
Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications.
King, R., Murray, S., & Thompson, L. (2021). Team-based learning in professional contexts. Journal of Educational Psychology, 113(4), 789–806.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (2nd ed.). Jossey-Bass.
Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–385.
Martinez, C., Garcia, E., & Rodriguez, F. (2020). Competency frameworks for workforce readiness. International Journal of Human Resource Management, 31(8), 1045–1063.
Maxwell, S. E., & Delaney, H. D. (2004). Designing experiments and analyzing data: A model comparison perspective (2nd ed.). Lawrence Erlbaum Associates.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Mitchell, A., Barnes, D., & Clarke, S. (2020). Self-efficacy and career confidence through industry-connected learning. Journal of Vocational Behavior, 119, Article 103421.
Morris, H. (2019). Longitudinal outcomes of experiential learning programs. Educational Research Review, 28, Article 100289.
Murphy, G., Lynch, P., & O'Donnell, M. (2020). Contextual variations in project-based learning implementation. Teaching in Higher Education, 25(6), 734–751.
Nugroho, A., Santosa, P., & Wibowo, T. (2021). Competency-based education in Indonesian vocational schools. Journal of Vocational Education Research, 46(2), 189–206.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Patterson, E., Kennedy, L., & Shaw, B. (2021). Design features of effective work-based projects. Educational Design Research, 5(3), 234–252.
Peterson, R., & Turner, M. (2020). Future workforce competencies: Perspectives from industry and education. Futures, 117, Article 102512.
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497.
Punch, K. F., & Oancea, A. (2014). Introduction to research methods in education (2nd ed.). SAGE Publications.
Rahmawati, N., & Kurniawan, E. (2019). Educational reform and labor market alignment in Indonesia. Indonesian Educational Review, 6(1), 45–62.
Roberts, D., & Miller, K. (2019). Experiential learning theory in contemporary education. Educational Theory, 69(4), 423–441.
Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102(6), 245–253.
Schwab, K. (2016). The fourth industrial revolution. World Economic Forum.
Simpson, T. (2018). Employability and career foundations in contemporary education. Career Development Quarterly, 66(4), 334–350.
Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th ed.). Routledge.
Sullivan, P. (2019). Navigating complexity in professional learning environments. Adult Education Quarterly, 69(2), 134–152.
Suryani, I., & Wibowo, A. (2019). Barriers to industry-education partnerships in developing contexts. International Journal of Educational Development, 69, 89–103.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
Tashakkori, A., Johnson, R. B., & Teddlie, C. (2021). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences (2nd ed.). SAGE Publications.
Tashakkori, A., & Teddlie, C. (2008). Quality of inferences in mixed methods research: Calling for an integrative framework. In M. M. Bergman (Ed.), Advances in mixed methods research (pp. 101–119). SAGE Publications.
Taylor, N., Wilson, B., & Jackson, A. (2021). Transferable competencies in work-integrated learning. Higher Education Quarterly, 75(1), 123–141.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wright, T., Stevens, K., & Morgan, P. (2021). Industry exposure and professional competency development. Journal of Education and Work, 34(2), 198–215.