Model of Developing Participatory Vocational Science Projects to Promote Student Learning Outcomes

Abstract

This research aims to create a Model of Developing Participatory Vocational Science Projects to Promote Student Learning Outcomes, conducted in four phases: Phase 1: Study the conditions and guidelines for organizing vocational science project activities. Phase 2: Create and check the quality of the model. Phase 3: Try using the model and Phase 4: evaluate the use of the model. Using content analysis, mean, standard deviation, and dependent sample t-test. The research findings revealed that. The framework for organizing vocational science project activities consists of 8 steps. It begins with raising awareness about vocational education and community service, followed by identifying community problems as a basis for learning. Next, the process involves integrating learning content and facilitating proactive learning experiences. The projects focus on developing a stirring machine, a hot air oven, and biodiesel production.The overall quality of the developed model is rated at the highest level in terms of appropriateness ( = 4.83, S.D = 0.49) and accuracy ( = 4.80, S.D = 0.40). The results of the trial implementation of the model show that, overall, its usefulness is rated at the highest level ( = 4.80, S.D = 0.34) and its feasibility is also rated at the highest level ( = 4.79, S.D =0.37). The results indicate that the use of the model led to a significant difference in students' learning outcomes in terms of knowledge at the 0.01 level, with the post-implementation mean ( = 48.72, S.D = 1.41) being higher than the pre-implementation mean ( = 27.93, S.D = 2.12 ). The scores for learning outcomes after implementing the model in terms of skills were assessed at a good level ( = 24.40, S.D = 0.49). The assessment of applying scientific knowledge was also rated at a good level ( = 17.42, S.D = 0.95), and overall behavioral outcomes received a good evaluation ( = 54.04, S.D = 0.71). When considering overall student satisfaction with the learning experience using the model, it was rated at the highest level ( = 4.68, S.D = 0.45). The teachers' satisfaction with using the model for instruction was rated at the highest level ( = 4.78, S.D = 0.33). The community enterprises expressed their satisfaction with the organization of activities using the model at the highest level ( = 4.88, S.D = 0.27). The results for the community enterprise group after implementing the model showed an increase in production efficiency by over 40%. Additionally, sales revenue increased by 19% to 39%, and energy consumption was reduced by over 19%.