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The Development of Project Based Learning Model Based on Local Wisdom
Tri Kuat
1, Budi Santosa
2, I Ketut Yudiana
3, A. Shah
41,2,3University of Ahmad Dahlan Yogyakarta
4Universiti Pendidikan Sultan Idris, Tanjung Malim Perak, Malaysia
ARTICLE INFORMATION ABSTRACT
Article History:
Accepted: 29-08-2022 Approved: 20-10-2022
Abstract: This study aimed to analyze the implementation of Project Based Learning (PjBL) on Creative Products and Entrepreneurship subject in SMK, develop PjBL based on local wisdom in Creative Products and Entrepreneurship subject, and analyze the effectiveness of developed PjBL in Creative Products and Entrepreneurship. This research design was R&D. PjBL development used the ADDIE model. The research location is at SMK Bima Sakti Batanghari Nuban class XI TP totaling 29 students. Data were obtained through interview and questionnaires. The current PjBL result showed ineffectiveness to be applied. Then, the development of PjBL based on local wisdom showed the significant feasibility and effectiveness to be implemented.
Keywords:
project based learning;
local wisdom;
creative product learning and entrepreneurship
Correspondence Address:
I Ketut Yudiana
University of Ahmad Dahlan Yogyakarta E-mail: [email protected]
Project Based Learning (PjBL) learning model is a model that emphasizes students to be able to learn independently by solving the problems they face and students can also produce a project or real work. Projects in project-based learning are not determined by the learning outcomes obtained by students alone, but also seen in the processes and activities of students in the learning process so that it will have an impact on increasing student learning outcomes. The study of entrepreneurship-oriented project-based learning devices, it offers an authentic experience in developing 4C skills set and its positive outcomes in natural science class such as active participate, increasing enthusiasm, and better grasping of new information (Naila, et. al, 2019). This research is directed at the reactions or responses of students when given PjBL, this learning is carried out as a treatment for improving learning outcomes. The application of PjBL can provide opportunities for students to improve their problem solving abilities and competency skills according to Nizwardi Jalinus (Utama, et al., 2020). PjBL measures as developed by The George Lucas Educational Foundation (Nurohman, 2016) which consists of (1) start with the essential question, (2) design a plan for the project, (3) create a schedule, (4) monitor the students and the progress of project, (5) assess the outcome, and (6) evaluate the experience.
Interesting learning will make it easier for students to absorb information, this can be known through the responses of students. Therefore, the response of students is very important for the smooth learning process (Maridi, 2015). In the practical activities of creative products and entrepreneurship subjects at SMK Bima Sakti Batanghari Nuban, teachers have not implemented project based learning (PjBL) in accordance with the stages, so they do not foster creativity, innovation and student responsibility, student productivity, and student awareness of wisdom. local to the given practical task.
In previous research, Sugiyono (2008) revealed that at the beginning of learning using the PjBL model there were some students who looked confused with the learning model used, so the teacher had to re-explain what students should do in the lesson. This is evident from the achievement of student learning outcomes in the first cycle with the percentage of class completeness of 38.09% which indicates learning with the PjBL model has not been successful in that cycle. So that the cycle II is carried out. Then, a research was stated that 460 students who had participated to know whether the effect of PjBL approach towards entrepreneurship in the learning process have better impact. The result is this can be done by more creative pedagogies (Botha, 2010).
In addition, previous research, Efrimal, et. al. (2017) also revealed that the teacher's activities in implementing the Project Based Learning learning model in the first cycle it was known that in the preliminary, core, and closing activities, there were still stages of activities that the teacher could not do optimally, such as asking students to ask questions. answer in the preliminary activity, where the teacher has not been able to make students more active in responding to the teacher's questions.
In the core activity, although the teacher is able to apply the PjBL learning model learning activities, the teacher still has difficulty directing students in these activities. It is known from the average total score obtained, which is 3.6, it shows that teachers are less able to apply the PjBL learning model. In his research, it was revealed that the teacher's activities in implementing the Project Based Learning learning model in the first cycle were known that in the preliminary, core, and closing activities, there were still stages of activities that the teacher had not been able to do optimally (Efrimal, etl. al. , 2017). Such as
DOAJ-SHERPA/RoMEO-Google Scholar-IPI Halaman: 475—484
inviting students to ask questions in the preliminary activity, where the teacher has not been able to make students more active in responding to the teacher's questions. In the core activity, although the teacher is able to apply the PjBL learning model learning activities, the teacher still has difficulty directing students in these activities. It is known from the average total score obtained, which is 3.6, it shows that teachers are less able to apply the PjBL learning model. Creative Products and Entrepreneurship are new subjects in the 2013 curriculum which are included in general subjects, namely subjects taught in all majors. Creative Products and Entrepreneurship subjects are designed to equip students to be able to (1) find, create, redesign and develop craft products in the form of: crafts, engineering, cultivation and processing through identifying, solving problems, designing, making, utilizing, testing, evaluating, and developing products that are useful in everyday life. The abilities developed in this subject are: the ability at the level of imitating, manipulating (modifying), developing, and creating and reconstructing existing works, both their own work and the work of others; (2) find or put forward ideas or ideas that are able to bring out the talents of students; (3) develop creativity through: creating, designing, modifying, and reconstructing based on technology education; (4) train students' sensitivity to the development of science, technology and art to become innovators by developing: curiosity, caring, a sense of beauty; (5) build the independent and innovative spirit of students with the following characteristics: honest, responsible, disciplined, caring and tolerant; (6) develop a technological and agile mindset, economical and practical.
Furthermore, students are expected to be able to grow five aspects in the subjects of Creative Products and Entrepreneurship by implementing PjBL development steps properly. Creativity, Stenberg argues that creativity is a combination of innovation, flexibility, and sensitivity that makes a person able to think productively based on personal satisfaction and other satisfactions (Fakhriyani, 2016). Innovation, can be defined as a process of human activity or thought to find something new related to input, process, and output, and can provide benefits in human life. The innovations related to the process are mostly oriented to methods, techniques, or ways of working in order to produce something new. According to Rogers, defines that innovation is an idea, idea, practice or object / object that is realized and accepted as something new by a person or group for adoption. Innovation is planned change, which aims to improve practices (Branch, 2019).Responsibility, according to Suyanto, character is a way of thinking and behaving that characterizes each individual to live and work together, both within the family, community, nation and state. that are believed and used as a basis for perspective, think, behave, and act.
A person's interaction with other people grows character (Utama, et. al., 2020). Character also has three interrelated things, namely moral knowledge, moral feelings, and moral behavior. Good character consists of knowing the good, desiring the good, and practicing good habits of mind, habits of the heart, and habits of action. All three are needed to guide moral life and form moral maturity. Productivity, according to Simamora, work productivity is a comparison between the results achieved by a person with the targets set in a certain time with the resources used (Jasmani, 2021). Furthermore, according to Simamora, the productivity indicators used in measuring work productivity include work quantity, work quality and timeliness. Local wisdom, according to Alfian, local wisdom is defined as a view of life and knowledge as well as a life strategy in the form of activities carried out by local communities in meeting their needs (Purnama, 2017). Based on Alfian's opinion, it can be interpreted that local wisdom is a tradition and custom that has been carried out by a group of people from generation to generation which is still maintained by certain customary law communities in certain areas. Based on the above understanding, it can be interpreted that local wisdom can be understood as local local ideas that are wise, full of wisdom, of good value, which are embedded and followed by members of the community.
The forms of local wisdom that exist in the community can be in the form of values, norms, beliefs, and special rules.
These various forms result in the function of local wisdom being varied as well. The following are some of the functions of local wisdom (Maridi, 2015), among others, for (1) instructions on advice, beliefs, literature, and taboos; (2) develop human resources; (3) development of culture and science; and 4) conservation and preservation of natural resources. The form of local wisdom in agriculture, related to the potential of villages owned by Lampung Province, then entrepreneurship in the region still needs to be improved, especially entrepreneurs in rural areas. This is because entrepreneurship is one of the paths to success in life, and for that it needs local government and banking support (LampungPost.Com., 2011). Entrepreneurship skills produce impact project performance. The study contributes to the existing body of knowledge in entrepreneurship and project management in several ways. It presents a framework that is appropriate for examining the entrepreneurship skills, identifying several important entrepreneurship skills, and the methodological approaches used in this study make it generalizable, capable of being replicated by researchers and practitioners (Shekarian & Parast, 2021). Furthermore, the program of PjBL affects the entrepreneurial mindset and skills, such as creativity, financial literacy and planning, of the students who took part (Colombelli, et. al., 2022). Do not let Indonesia prosper with potential natural resources, but to obtain raw materials for production, businesses must wait for exports from other countries. Thus, the positive prospects of entrepreneurship in Lampung Province can be a link that can drive the economy while preserving the potential of villages in the Lampung region. By looking at the wealth of natural resources in Lampung Province and the number of entrepreneurs available, it is very possible that its development will accelerate rapidly without reducing the values of existing local wisdom.
Furthermore, in the field of Gamolan Arts in its development for now has also experienced a significant increase in the distribution process, although the people living in Lampung Province mostly come from outside Lampung and have different cultural backgrounds but always maintain and preserve Gamolan. The existence of Gamolan in the culture of the people of Lampung will make this form of Gamolan the identity of Lampung culture as a whole. According to Prijono in Trihasnanto
(2016), traditional art is both a national identity and a national personality because in traditional music the attitude of the people who support it is hidden (Trihasnanto, 2016). Moreover, one form of local wisdom in the form of traditional art that is spread evenly over the expanse of the Motherland is the cultural treasures of the Indonesian nation and state which are infinite in number. In this case, the existence of a musical instrument that needs attention and encouragement from all parties is the cetik, musical instrument or gamolan pheking from Lampung Province. This tool is thought to have come from West Lampung Regency. Initially, cetik was in very poor condition because it was only used for traditional ceremonies and as an accompaniment in welcoming guests (Purnama, 2017).
Based on the problems above, the implementation of PjBL development based on local wisdom, one of which is the manufacture of a traditional musical instrument, Cetik, which has been used as a project, so that the practice process with the PjBL approach is modified so that the price is more affordable and acceptable both in the school environment and the surrounding community. Project-based learning is a model that emphasizes students to be able to learn independently by solving problems faced and students can also produce a project or real work. This research is directed at the reactions or responses of students when given PjBL, this learning is carried out as a treatment for improving learning outcomes. The learning model that is applied in the classroom when the learning process takes place is expected that teachers and students can carry out directed learning. One of the learning approaches that can be applied to educational units is the Project Based Learning (PjBL) approach which guides students to do project-based work. The application of PjBL can provide opportunities for students to improve problem solving skills and student competency skills (Utama, et. al., 2020). The purposes of this research. In accordance with the problems that have been described, the objectives of this study are to (1) analyzing the implementation of PjBL on Creative Products and Entrepreneurship subjects at SMK Bima Sakti so far; (2) developing PjBL based on local wisdom in Creative Products and Entrepreneurship subjects at SMK Bima Sakti; (3) analyzing the effectiveness of PjBL developed in Creative Products and Entrepreneurship learning in increasing creativity, innovation and responsibility, as well as student productivity with local wisdom projects.
METHOD
The design of this research is R&D using the ADDIE model including Analyze, Design, Develop, Implement and Evaluate. The study was conducted in class XI of Machining Engineering at SMK Bima Sakti Batanghari Nuban in accordance with the stages developed (Branch, 2019), which are as follows: a. Analysis stage, analyzing Creative Products and Entrepreneurship learning activities based on PjBL. Identify products that are in accordance with student goals, learning objectives, project identification in accordance with local wisdom. Identify KI and KD Creative Products and Entrepreneurship subjects that have been applied by Creative Products and Entrepreneurship teachers so far. b. The Design phase is to verify the desired performance and appropriate testing methods. General procedures related to implementing KI and KD Creative Products and Entrepreneurship subjects based on relevant PjBL development, conducting an inventory of PjBL-based tasks developed according to local wisdom, compiling PjBL-based project performance objectives that were developed, producing design products, based on PjBL developed according to local wisdom. c. The Development Phase aims to produce effective products and in the process foster creativity, innovation and a sense of student responsibility by paying attention to local wisdom in accordance with the stages of PjBL development. d. Implementation phase This stage is the implementation of PjBL in accordance with the stages by paying attention to relevant KI and KD and paying attention to local wisdom. e. Evaluation stage to assess differences in the quality of learning products and processes, both before and after implementation. The general procedures associated with the evaluation phase are determining evaluation criteria, selecting evaluation tools (interview guidelines and questionnaires), conducting evaluations.
Instrument data obtained through interviews and questionnaires in the form of pretest and posttest to students of class XI Mechanical Engineering. The data collection technique was carried out using a true experimental design, namely research on possible causes and effects between the experimental group (treated group) and control group (not treated) and then compared the two. Furthermore, the data obtained were analyzed by researchers using descriptive statistical analysis. The scoring for each questionnaire statement can be seen in table 1.
Table 1. Scoring of Student Response Questionnaires Statement Scoring
Strongly Agree (SA) Agree (A)
Disagree (D) Strongly Disagree (SD)
4 3 2 1
FINDINGSANDDISCUSSION
Learning Creative Products and Entrepreneurship
In the practical activities of Creative Products and Entrepreneurship subjects at SMK Bima Sakti so far, teachers have not implemented Project Based Learning (PjBL) in accordance with the stages, so they do not foster creativity, innovation and student responsibility for the practical assignments given. Based on the results of initial observations made to teachers and students in the practice of Creative Products and Entrepreneurship subjects for class XI Machining Engineering at SMK Bima Sakti Batanghari Nuban, it was found that several problems were still obstacles to the teaching and learning process so far, namely not yet implementing PjBL properly, teachers not involving students in the stages of PjBL but using conventional learning methods with projects that do not consider local wisdom, so that it does not foster creativity, innovation, a sense of responsibility, student productivity, and local wisdom on the tasks given by the teacher. From the results of observations of class XI students in the mechanical engineering control group T.P 2021/2022, as shown in the following table: Based on the results of observations in the initial research, the following results were obtained.
Table 2. Initial Observation Results Aspect Percentage Category Creativity
Innovative Responsibility
60.50 % 58.33%
63.90%
Weakly Creative Not Innovative Weakly Responsible
(Source: Data from observations of class XI Machining Engineering 2021/2022)
From table 2, it is known that the creativity of students is less creative as much as 60, 50% while the innovative category is included in the non-innovative category by 58, 33%. This means that Creative Products and Entrepreneurship learning so far has not been able to foster creativity and innovation in students.
The Development of Project Based Learning based on Local Wisdom Analyze Stage
At this stage the researcher analyzes what needs are needed in developing PJBL learning based on local wisdom in Creative Products and Entrepreneurship subjects, analyzing PjBL-based Creative Products and Entrepreneurship learning activities. identify products that are in accordance with the goals of students, analyze learning objectives, identify projects according to local wisdom, identify core competencies and basic competencies of Creative Products and Entrepreneurship subjects that have been applied by Creative Products and Entrepreneurship teachers so far.
Design Stage
At this stage, this research was conducted to prepare the design of Project Based Learning learning models based on local wisdom and tools to support learning process activities. Supporting learning tools include a feasibility sheet (matrix), lesson plan, and an appropriate worksheet based on local wisdom. In addition, the researchers compiled an assessment instrument based on five aspects, namely creativity, innovation, responsibility, student productivity, and local wisdom. This objective is to determine whether these aspects can be achieved effectively and significantly by collecting data through the distribution of interview sheets and questionnaires. In this study, the formulation of the matrix before and after the development of PjBL in the subjects of Creative Products and Entrepreneurship was carried out.
Develop Stage
At this stage, the design of the Project Based Learning learning model based on local wisdom was developed. The steps of the local wisdom-based PjBL development model that we did in this research are as follows:
1) start with the essential question
Questions that can be assigned to students in carrying out an activity related to the subject of Creative Products and Entrepreneurship at SMK Bima Sakti Batanghari Nuban, East Lampung.
2) Identify the local wisdom project
Students and teachers together identify local wisdom-based projects that exist in the school and community environment. In this process, students and teachers together carry out practical activities on the project of making traditional musical instruments, Cetik.
3) design a plan for the project
Collaboratively, it will be implemented by students and accompanied by entrepreneurship teachers. Students must feel they have the project as a responsibility during the process by producing a jobsheet according to the lesson plans and a matrix sheet that has been validated.
4) create a schedule
Preparation of activity schedules from the beginning to the end of project completion in the manufacture of traditional Cetik musical instruments.
5) monitor the students and the progress of the project
In the development of PjBL, teachers always supervise and monitor students while completing projects. Monitoring can be done by facilitating students in each process of making the project.
6) assess the outcome
The researchers do to help teachers and students measure the achievement of standards, play a role in evaluating the progress of each student, provide feedback on the level of understanding that has been achieved by students, assist teachers in developing further learning strategies.
7) evaluate the experience
At the end of the learning process, teachers and students reflect on the activities and project results that have been carried out. This reflection process is carried out individually or in groups. At this final stage, students and teachers are asked to express their feelings and experiences while completing the project of making traditional musical instruments that have been made.
Implement Stage
At this stage, researchers implemented PjBL development on Creative Products and Entrepreneurship subjects. After that, the results of the data obtained through interviews conducted with students of class XI Machining Engineering using simple random sampling technique. It aims to find out information about the activities of teachers, students, and project-based learning (PjBL). Based on the results of these interviews, in general, students answered that they still used the Project Based Learning learning model which was still guided by the teacher as a whole in the learning process. Then furthermore, the needs analysis is supported by a survey conducted using pretest questionnaires distributed to students, which shows that project-based learning has not been implemented by developing existing local wisdom so that there is a gap between conditions that should occure in the field. However, based on the results of the researcher's analysis using interviews and posttest questionnaires, most of the students and teachers were able to collaborate in implementing PjBL based on local wisdom. One of them, the manufacture of traditional musical instruments such as Cetik is an appropriate element of local wisdom for project-based learning. Cetik is a traditional musical instrument that is played individually but in the manufacturing process it can also be done in groups through Project Based Learning-based learning.
This study conducted a preliminary study as the basis for the preparation of the Project Based Learning learning model to be developed. Data collection in the preliminary study was carried out through interviews and filling out questionnaires.
Interview respondents were given to students in the subjects of Creative Products and Entrepreneurship and questionnaires were also filled out by students in Creative Products and Entrepreneurship learning. General description of the respondents in detail can be seen in table 3. Respondents consist of students of Vocational High School which amounted to 29 students. The respondent's criteria are in class XI Machining Engineering. Teachers who teach Creative Products and Entrepreneurship have more than three years of potential and productive teaching experience. One of the quality educators in teaching can be seen from the period of teaching that is carried out so that they can show as professional educators. In addition, the teacher's latest educational background is Strata One (S-1) according to the expertise program as a productive teacher. In addition, respondents to students at the vocational secondary level are expected to be able to have a critical mindset in facing challenges and tasks as students. Details of the respondent's description can be seen in table 3.
Table 3. Description of Student Interview Respondents
No. Criteria Frequency (N) Percentage (%)
1 Gender
a. Male 29 100%
b. Female 0 0%
Total 29 100%
2 XI TP (Mechanical Engineering)
a. Control group 15 55%
b. Experimental group 14 45%
Total 29 100%
Then, interviews were conducted on students of class XI Machining Engineering in the subjects of creative products and entrepreneurship in vocational high schools using simple random sampling technique. Samples were applied to two different groups, namely the control and experimental groups. The informants who have been interviewed in the control group by the researcher are as follows with code names, namely AIS, AMS, BS, FDA, FWS, HS, IKS, INRS, IPK, IA, PE, RDS, SA, YA, dan AHS. Interviews were conducted with respondents in April 2022.
Evaluate Stage
At this stage, the researcher evaluates student responses to PJBL learning based on local wisdom as follows (1) the student responses regarding PjBL so far on Creative Products and Entrepreneurship subject; (2) the students’ responses towards the development of PjBL in Creative Products and Entrepreneurship subjects.
The Student Responses Regarding PjBL so far on Creative Products and Entrepreneurship Subject
The research was conducted through interview techniques to determine the understanding of the PjBL learning model for students in the subjects of creative products and entrepreneurship. The results of mapping student interviews for questions regarding PjBL in Creative Products and Entrepreneurship subjects can be seen in table 4.
Table 4. The results of the mapping of student interviews for questions about PjBL in Creative Products and Entrepreneurship subjects
No. Item Description Frequency
1. The students’ interest toward PKK learning by teachers recently 10 4. The difficulty of students participating in PKK learning by teachers recently 10 10. The students can accomplish the projects given by PKK teachers 8
Based on table 4, the results of the mapping above can be interpreted that the question numbers 1, 4, and 10 describe students' opinions on PKK learning activities. In the table above, the results of the opinion of question number 1 have been obtained where the frequency is 10 out of a total of 15 respondents; the results of the opinion of question number 4 have been obtained where the frequency is 10 out of a total of 15 respondents; and the results of the opinion of question number 10 have been obtained where the frequency is 8 of the total respondents.
Respondent FWS stated that “The learning model that is often applied by teachers teaching in the classroom so far only explains the process of making a product a little. Students are only given pictures or not given pictures but they still understand according to their own abilities. Students find it difficult when getting a given project because they are not applied to make design drawings individually but they are trying to understand the drawings given by the teacher. (Respondent 5)
Respondent PE stated that the creative and entrepreneurial product learning model provided by the teacher so far has not emphasized the PjBL process that was developed, the following is his description "The creative and entrepreneurial product learning process taught by the teacher so far only applies the PjBL learning model that has not been developed. Students are emphasized to summarize, draw, and record the learning process delivered by the teacher.” (Respondent 11)
Moreover, Respondent IPK explained that “I have feelings of joy but sometimes feel disappointed and regretful. During the PKK learning process, there have been difficulties in designing, reading, and understanding the images expected by the teacher.” (Respondent 9). The results of the interview showed that students felt happy to take part in PjBL learning on Creative Products and Entrepreneurship subjects but they still found it difficult to understand the PjBL learning process in Creative Products and Entrepreneurship subjects that teachers had applied in class so far.
The Students’ Responses towards The Development of PjBL in Creative Products and Entrepreneurship Subjects Interviews were conducted by researchers on the experimental group. The informants who have been interviewed in the experimental group by the researcher will be described as 14 respondents as follows with code names, namely ADS, AL, DS, FR, FAN, HT, IKDP, INYA, IWDA, YRP, RP, RAP, TAP, and ZAP. This interview was conducted to determine the understanding of the PjBL learning model developed for students in the subjects of creative products and entrepreneurship. The results of mapping student interviews for questions about PjBL developed in the Creative Products and Entrepreneurship subjects can be seen in table 5 below.
Table 5. Results of Mapping Student Interviews for Questions about PjBL developed in Creative Products and Entrepreneurship Subjects
No. Item Description Frequency
1.
4.
10.
The students’ interest towards PKK learning with the development of PjBL
The difficulty of students participating in PKK learning with the development of PjBL The learners can accomplish the local wisdom project on PKK subjects
13 6 12
Based on table 5 above, the results of the mapping above show that question numbers 1, 4, and 10 describe students' opinions on PKK learning activities. In the table above, the results of the opinion of question number 1 have been obtained where the frequency is 13 out of 14 respondents; the results of the opinion of question number 4 have been obtained where the frequency is 6 out of 14 respondents; and the results of the opinion of question number 10 have been obtained where the frequency is 12 out of 14 respondents.
The first question reveals the preparation of students in dealing with Creative Products and Entrepreneurship subjects through the PjBL learning model developed. Some students stated that they made preparations when starting learning at school.
Students and teachers prepare themselves to carry out learning using the PjBL learning model developed.
The fourth question is the response of students regarding the atmosphere when participating in the learning of creative products and entrepreneurship takes place. Respondent INYA stated that the learning atmosphere by implementing PjBL that was developed was very pleasant (Respondent 8). The condition of the teacher being able to carry out an active and effective learning process so that students are also motivated to actively learn and innovate.
The tenth question, the TAP respondents stated that the development of PjBL towards the completion of student projects in the implementation of Creative Products and Entrepreneurship learning through PjBL that was developed was very effective because they could become creative and innovative students through existing forms of local wisdom (Respondent 13). In addition, with the PjBL model developed based on local wisdom, students and teachers are able to complete local wisdom projects regularly and well organized according to the stages of PjBL developed.
The results of interviews after applying the PjBL learning model that was developed showed that students felt very happy and interested in participating in the learning of Creative Products and Entrepreneurship and students felt that by using the development of the model they were able to carry out learning well when understanding the PjBL learning process in their eyes. Creative Products and Entrepreneurship lessons that have been applied by the teacher in the classroom.
The Effectiveness of the Development of PjBL Model based on the Local Wisdom
The researcher analyzed the effectiveness of PjBL which was developed by conducting a t-test using the SPSS version 26.0 program to analyze the data obtained. Prior to that, the researchers had tested the level of normality and homogeneity of the instruments used. The following is the t-test that has been carried out, as follows:
Normality Test
The criteria for normality of the data is if the significant value (Sig. 2-tailed) > a value (0.05) then the data is declared normal. Meanwhile, if the significant value (Sig. 2-tailed) < a value (0.05) then the data is declared abnormal. The results of the normality test in this study can be seen in table 6 as follows:
Table 6. Normality Test Result One-Sample Kolmogorov-Smirnov Test
The_development_PjBL PjBL_recently
N 14 15
Normal Parametersa,b Mean 42,86 26,60
Std. Deviation 7,315 4,102
Most Extreme Differences Absolute ,328 ,139
Positive ,241 ,136
Negative -,328 -,139
Test Statistic ,328 ,139
Asymp. Sig. (2-tailed) ,000c ,200c,e
Monte Carlo Sig. (2-tailed) Sig. ,077d ,898d
99% Confidence Interval Lower Bound ,070 ,890
Upper Bound ,084 ,906
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. Based on 10000 sampled tables with starting seed 926214481.
e. This is a lower bound of the true significance.
Based on table 6 above, the researcher found that the value of Sig. 2-tailed is 0.077 where the value of sig. The 2-tailed value is greater than the a value (0.077 > 0.05). So it can be concluded that the data in this study are normally distributed.
Homogeneity Test
The data of this study were tested for the level of homogeneity. The data criteria are declared homogeneous if the significant value (Sig. 2-tailed) > a value (0.05) then the data is declared homogeneous. Meanwhile, if the significant value (Sig.
2-tailed) < a value (0.05) then the data is declared not homogeneous. The results of the reliability test in this study can be seen in table 7.
Table 7. Homogeneity Test Result
Test of Homogeneity of Variances Levene Statistic df1 df2 Sig.
,122 1 27 ,730
Based on table 7 above, the data above can be interpreted that the value of Sig. 2-tailed is 0.730 where the value of sig.
The 2-tailed value is greater than the a value (0.730 > 0.05). So it can be concluded that the data in this study is homogeneous.
Sample Paired T Test
The researcher analyzed the data using the Sample Paired T Test to find out the data of the two paired groups obtained had significant results. The data criteria are declared significant if the t-count value is greater than the t-table value (see attachment) then the data results are declared significant. The results of the paired t test (sample paired t test) in this study can be seen in table 8 as follows:
Table 8. The Result of Sample Paired T Test
Mean t df Sig. (2-tailed) Pair 1
Experimental group
Pretest & Posttest_result 17,214 8,346 13 ,000 Pair 2
Control group
Pretest & Posttest_result 1,067 9,025 14 ,000 Pair 3
Experimental and control group
Posttest & Posttest_result 16,286 7,394 13 ,000
Based on table 8 above, the data above can be interpreted that there are three pairs of groups, namely (1) pair 1 is the result of pre-test and post-test in the experimental group, (2) pair 2 is the result of pre-test and post-test in the control group, and (3) pair 3 is the result of post-test and post-test in the experimental and control groups. Furthermore, the significance value in the three pairs of groups above shows that the value of Sig. 2-tailed is smaller than the value of a, namely Pair 1, 2, and 3, respectively, resulting in a Sig value. 2-tailed < a value that is (0.00 < 0.05). It can be assumed that the development of Project Based Learning based on local wisdom is very significant and effectively applied to the subjects of Creative Products and Entrepreneurship.
Independent Sample T Test
The researcher also analyzed the data using the Independent Sample T Test for the purpose of comparing the averages of two groups that were not related to each other (two independent samples), so that it could be seen whether the two samples had the same average or not. The data criteria are declared significant if the significance value is less than the alpha value (Sig.
2-tailed < 0.05) then the data results are declared significant. The results of statistical data and the results of the independent sample t test in this study can be seen in table 9 and 10. Based on table 8 the statistics of this study describe that the total sample in the experimental group is 14 student respondents with an average value of 42.86 and a standard deviation of 7,315.
Meanwhile, the total sample in the control group was 15 student respondents with an average value of 26.60 and a standard deviation of 4.102. To find out the significant difference between the development of PjBL based on local wisdom in the subjects of Creative Products and Entrepreneurship and the current implementation of PjBL, the researchers analyzed using an independent sample t test which can be seen in table 10.
Table 9. Statistic Data Result
Group N Mean Std. Deviation Std. Error Mean Posttest_result Experimental group 14 42,86 7,315 1,955
Control group 15 26,60 4,102 1,059
Table 10. The Result of Independent Sample T Test Levene's Test for Equality of Variances
t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Posttest_result Equal variances assumed ,320 ,577 7,449 27 ,000 Equal variances not assumed 7,311 20,140 ,000
Based on table 10 above, the data above can be interpreted that the value of Sig. 2-tailed i.e. 0.000 is smaller than the value of a (0.00 < 0.05). It can be assumed that the development of Project Based Learning based on local wisdom is very significant and effectively applied to the subjects of Creative Products and Entrepreneurship.
DISCUSSION
Based on the findings described previously, the results obtained have differences between the control group and the experimental group of class XI Machining Techniques after being given different treatments, where in the learning process the control group still applies the Project Based Learning learning model and in the learning process the experimental group has applied the model. Project Based Learning that has been developed by utilizing local wisdom in the subjects of Creative Products and Entrepreneurship.
The subject of Creative Products and Entrepreneurship aims to form students as people who have character and skills as entrepreneurs. Basically, entrepreneurship education can be applied in real terms with educational practice activities in SMK.
By implementing these activities, both teachers and students are expected not only to realize it in the school environment but also in the surrounding community. In this case, entrepreneurship subjects in vocational schools can also be applied through various fields, including the art of traditional musical instruments based on local wisdom.
In cultivating the entrepreneurial aspect, students and teachers together achieve these aspects so that they are able to solve problems in learning that can foster the entrepreneurial aspect. This can be realized through the activities of making traditional musical instruments such as Cetik. Making Cetik has all practical activities by utilizing simple tools and materials but producing better quality through practical activities in schools so as to produce affordable projects and products. This focus is in accordance with the research that the researcher developed.
According to the researcher, the activities in this study provide great opportunities for students to be able to grow aspects of creativity, innovation, responsibility, productivity, and local wisdom of students through project-based learning. The projects carried out are determined by the teachers and students in the PKK learning process. Based on the researchers' findings through interviews and questionnaires, most of the students at SMK Bima Sakti Batanghari Nuban have an interest and enthusiasm to develop a project in order to create products and practice entrepreneurship.
In this study, we as researchers are increasingly aware that to implement the PjBL developed is to understand all the learning tools, so that the implementation can run smoothly, effectively, and efficiently. In carrying out classroom learning, teachers and students can jointly develop a learning process plan as a reference and implementation of learning. The teaching materials and worksheets developed in this model are considered as the main components that will determine the success of the implementation of entrepreneurship learning.
In the theory by The George Lucas Educational Foundation (Nurohman, 2016), the PjBL learning model consists of several steps, namely (1) start with the essential question, (2) design a plan for the project, (3) create a schedule, (4) monitor the students and the progress of project, (5) assess the outcome, and 6) evaluate the experience on the activities and project results that have been carried out. Then, Kristiyanto (2020) in his research also stated that the application of the PjBL model in mathematics subjects, namely the critical thinking ability data obtained by pre-cycle students was 10%, the first cycle was 63.16%, this proves that the application of PjBL has not been effective. Then the implementation of PjBL is carried out according to the stages in the next cycle to correct the deficiencies that exist in the previous cycle.
In addition, Utama, Jalinus, Jasman., and Hasanuddin (2020) revealed that the results of classroom action research by applying the PjBL model to PKK subjects included a description of student activity, skills and learning outcomes in each research cycle during the action. Based on research Main et. al, the first cycle shows that each sub-indicator the percentage of student activity is 67.04%. This shows that the achievement of student activity for the first cycle has not been achieved. In addition, the number of active students in the first cycle was 8 students who were active, and 19 students who were not.
Furthermore, the percentage of completeness of student learning outcomes is 64.30%. The number of students who completed 6 people and who did not complete 21 people. This shows that the achievement of student learning outcomes is less successful, this is because the PjBL stage has not been implemented properly, so it is necessary to develop a more effective PjBL.
Based on previous research, researchers have differences in the theory of PjBL stages above by developing these stages through this research. The results of research through the development of PjBL based on local wisdom include being able to form creative, innovative, responsible, productive attitudes, and utilize existing local wisdom. This situation shows that the implementation of the project of making traditional musical instruments as one of Lampung's local wisdom can have a positive impact on improving the learning aspects of students. Cetik a traditional musical instrument, as one of local wisdom in project based learning can be applied to the subjects of Creative Products and Entrepreneurship.
CONCLUSION
Based on the findings and discussion above, this research can be concluded as follows. First, the PjBL learning model carried out by PKK teachers so far has not produced significant student creativity or innovation and students still find it difficult to understand the PjBL learning process according to the stages. Second, the results of PjBL development based on local wisdom produce significant effectiveness according to the stages, namely (1) providing essential questions so that students are
able to obtain types of projects according to local wisdom, (2) identifying local wisdom projects, (3) designing and planning plans projects according to local wisdom by the teacher and involving students, (4) making an initial schedule for project implementation and completion of local wisdom projects by teachers and involving students (5) teachers monitoring project activities and facilitating students' needs in completing projects, (6) teachers conducting assessments on student performance to determine the level of effectiveness of the PjBL stages, (7) evaluate the results of PjBL activities. Thrid, the results of the development of the PjBL learning model developed are valid and effective to be applied in growing the aspects achieved, namely (1) creativity, (2) innovation, (3) responsibility, (4) productivity, and (5) local wisdom of participants. students on the subject of creative products and entrepreneurship at SMK Bima Sakti Batanghari Nuban.
In this study, researchers provide suggestions for future teachers, students and researchers, as follows (1) for teachers of creative and entrepreneurial products, it is recommended to use the PjBL development model according to the stages in sequence; (2) for students, it is hoped that they will be able to follow the PjBL learning model that is developed properly so that it is expected to be able to increase local wisdom both in schools and in the community; (3) for further researchers, the research carried out only focuses on one school, it is recommended for other researchers to develop research in more than one school.
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