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Developing project-based learning tools for light vehicle engine maintenance subjects at vocational high school

Jurnal Pendidikan Vokasi · Vol. 10 No. 1 (2020) · hlm. 22–33

DOI
10.21831/jpv.v10i1.29564
ISSN
2476-9401, 2088-2866
Terbit
2020-04-02
Penerbit
ADGVI & Graduate School of Universitas Negeri Yogyakarta
Bahasa
eng

Abstrak

This study aims to develop learning tools for project-based light vehicle engine maintenance and describe the teacher's response to the application of project-based learning tools in light vehicle engine maintenance subjects. This research is a research and development (R&D) model with ADDIE. The ADDIE development model consists of analysis, design, development, implementation, and evaluation. The results showed that the product developed was valid in terms of validity, very practical in terms of practicality, and very high in the aspect of effectiveness. Based on the aspects of validity, it can be specified that the syllabus gets a percentage score of 90.25%, 88.78% learning implementation plan, 86.56% module, 88.93% job sheet, 87.5% achievement test instrument, and project test instrument 87.08%. Based on aspects of practicality assessed from the teacher's response, it can be specified that the syllabus gets a percentage score of 88.67%, 86.88% learning implementation plan, 88.75% module, 88.77% job sheet, 85.42% test instrument for learning outcomes, and 83.33% project test instruments. Overall, teachers find it helpful to develop project-based learning tools. Based on the effectiveness, the results of students' knowledge tests with the percentage of mastery learning in the knowledge area amounted to 86.67%, and the skill area amounted to 86.67% with very high criteria. Researchers can conclude that project-based learning tools on light vehicle maintenance subjects are in accordance with valid, practical, and effective criteria.

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  • Universitas Negeri Padang
  • Sultan Ageng Tirtayasa University
  • Yogyakarta State University
  • Tun Hussein Onn University of Malaysia
  • STMIK Triguna Dharma
  • Universitas Bina Sarana Informatika
  • Universitas Islam Negeri Mahmud Yunus Batusangkar
  • Organisasi lain
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Martias MartiasUniversitas Bina Sarana Informatika2
Mustofa Abi HamidSultan Ageng Tirtayasa University2
A YufrizalUniversitas Negeri Padang2
Nurjanah NurjanahUniversitas Negeri Padang1
Wardatun NabilahUniversitas Islam Negeri Mahmud Yunus Batusangkar1
Fakhriyah Annisa AfrooUniversitas Negeri Padang1
Etri WahyuniUniversitas Negeri Padang1
Irwanto IrwantoState University of Jakarta1
Abdurrahman AbdurrahmanLampung University1
Putu SudiraYogyakarta State University1
Mochamad Bruri TriyonoYogyakarta State University1
Desmira DesmiraSultan Ageng Tirtayasa University1
Muhammad Akhsan HakikiUniversitas Muhammadiyah Muara Bungo1
Muhamad Aqil RizqillahSultan Ageng Tirtayasa University1
Tamil Selvan SubramaniamTun Hussein Onn University of Malaysia1
Gunadi GunadiUniversitas Gajayana Malang1
Siswantoyo SiswantoyoYogyakarta State University1
Affero IsmailTun Hussein Onn University of Malaysia1
Indra MutiaraPoliteknik Negeri Ujung Pandang1
Nurhasan SyahUniversitas Negeri Padang1
RH SaktiAfiliasi tidak diketahui1
Rizky Ema WulansariUniversitas Negeri Padang1
Muhammad GiatmanUniversitas Negeri Padang1
Wakhinuddin WakhinuddinUniversitas Negeri Padang1
Sukardi SukardiUniversitas Negeri Padang1
Syaiful IslamiUniversitas Negeri Padang1
Anggi Agni ZausWestern Sydney University1
Anggun Agni ZausUniversitas Negeri Padang1
Mahesi Agni ZausUniversitas Negeri Padang1
Ishak IshakSTMIK Triguna Dharma1
Muhammad Ardiansyah SembiringSTMIK Triguna Dharma1
Darmawi DarmawiSriwijaya University1
Budi SyahriUniversitas Negeri Padang1
Sepdirama SetiawanUniversitas Negeri Padang1
K ArwizetUniversitas Negeri Padang1
Ikhsan ZulmaidasUniversitas Negeri Padang1

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Sumber metadata: OAI-PMH (metadata jurnal) http://journal.uny.ac.id/index.php/jpv/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Developing project-based learning tools for light vehicle engine maintenance subjects at vocational high school</dc:title>
	<dc:creator>Muslim, Muslim</dc:creator>
	<dc:creator>Ambiyar, Ambiyar</dc:creator>
	<dc:creator>Setiawan, Dedi</dc:creator>
	<dc:creator>Putra, Rido</dc:creator>
	<dc:subject xml:lang="en-US">learning tools</dc:subject>
	<dc:subject xml:lang="en-US">project-based learning</dc:subject>
	<dc:subject xml:lang="en-US">ADDIE model</dc:subject>
	<dc:subject xml:lang="en-US">validity</dc:subject>
	<dc:subject xml:lang="en-US">teacher response</dc:subject>
	<dc:description xml:lang="en-US">This study aims to develop learning tools for project-based light vehicle engine maintenance and describe the teacher's response to the application of project-based learning tools in light vehicle engine maintenance subjects. This research is a research and development (R&amp;amp;D) model with ADDIE. The ADDIE development model consists of analysis, design, development, implementation, and evaluation. The results showed that the product developed was valid in terms of validity, very practical in terms of practicality, and very high in the aspect of effectiveness. Based on the aspects of validity, it can be specified that the syllabus gets a percentage score of 90.25%, 88.78% learning implementation plan, 86.56% module, 88.93% job sheet, 87.5% achievement test instrument, and project test instrument 87.08%. Based on aspects of practicality assessed from the teacher's response, it can be specified that the syllabus gets a percentage score of 88.67%, 86.88% learning implementation plan, 88.75% module, 88.77% job sheet, 85.42% test instrument for learning outcomes, and 83.33% project test instruments. Overall, teachers find it helpful to develop project-based learning tools. Based on the effectiveness, the results of students' knowledge tests with the percentage of mastery learning in the knowledge area amounted to 86.67%, and the skill area amounted to 86.67% with very high criteria. Researchers can conclude that project-based learning tools on light vehicle maintenance subjects are in accordance with valid, practical, and effective criteria.</dc:description>
	<dc:publisher xml:lang="en-US">ADGVI &amp; Graduate School of Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2020-04-02</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/jpv/article/view/29564</dc:identifier>
	<dc:identifier>10.21831/jpv.v10i1.29564</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Vokasi; Vol. 10 No. 1 (2020); 22-33</dc:source>
	<dc:source>2476-9401</dc:source>
	<dc:source>2088-2866</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/jpv/article/view/29564/14375</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 Jurnal Pendidikan Vokasi</dc:rights>
</oai_dc:dc>