PERBEDAAN HASIL BELAJAR IPAS: PJBL VS FLIPPED CLASSROOM DI SMK DANDER

Abstract

Differences in student achievement across instructional models remain a central concern in vocational education research. This study investigated whether Project-Based Learning (PjBL) and Flipped Classroom produce distinct IPAS cognitive outcomes among Grade X students at SMK Negeri Dander. A quasi-experimental design with non-equivalent pretest–posttest groups was employed, involving 70 participants drawn from two intact classes (X TSM 1 and X TSM 2) via purposive sampling. Achievement was assessed through a 25-item instrument aligned with Anderson and Krathwohl’s revised taxonomy, comprising 20 multiple-choice items (C1–C3) and 5 constructed-response items (C4–C6). An independent samples t-test on posttest scores yielded t(68) = 3.352, p = .001, confirming a statistically significant group difference. The PjBL cohort recorded a higher mean posttest score (M = 85.17) relative to the Flipped Classroom cohort (M = 81.91). Normalized gain indices were 0.516 (PjBL) and 0.405 (Flipped Classroom), both falling within the moderate range yet favouring PjBL in learning efficiency. These findings suggest PjBL warrants priority consideration when designing active IPAS instruction at the vocational secondary level.