Project-Based Learning and Student Engagement in Seaweed Nursery Vocational Education: A Three-Cycle Classroom Action Study

Hartini

doi:10.47239/pq11ps43

Authors

Hartini SMK Negeri 1 Tual, Maluku, Indonesia

DOI:

https://doi.org/10.47239/pq11ps43

Keywords:

classroom action research, project-based learning, seaweed nursery, student engagement, vocational education

Abstract

This classroom action research examined the implementation of project-based learning (PjBL) in seaweed nursery techniques among 35 Grade XI students in the Seaweed Agribusiness program at SMK Negeri 1 Tual, Maluku, Indonesia. Three iterative cycles were conducted on July 25, August 1, and August 8, 2022, following planning, action, observation, and reflection. Evidence included formative tests, classroom observations, interviews, and documentation. Reported mastery increased from 24 of 35 students (68.57%) in Cycle I to 29 (82.86%) in Cycle II and 33 (94.29%) in Cycle III; corresponding reported class means were 71, 75, and 79. Classroom observations also described increased student participation in preparing nursery materials and planting seaweed seedlings. The findings support the feasibility of progressively refined project work for this vocational context. However, the reported mastery counts are not consistently aligned with the stated score threshold, and interest was not measured with a separately reported validated scale. Thus, the achievement trend is descriptive and cannot establish a causal improvement in learning interest.

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