Journal of Education, Teaching, and Learning
Volume 10 Number 2, 2025 Special Issue. Page 144-150
p-ISSN: 2477-5924 e-ISSN: 2477-8478

Journal of Education, Teaching, and Learning is licensed under
A Creative Commons Attribution-Non Commercial 4.0 International License.

The Influence of the Problem Based Learning Model on
Student Activity and Learning Outcomes in Business
Economics Elements
Mila Ladia Facma 1), Zuwirna Zuwirna 2), Ramalis Hakim 3), Rayendra Rayendra 4)
1)

Universitas Negeri Padang, Padang, Indonesia
E-mail: milaladiafacma89@gmail.com
2) Universitas Negeri Padang, Padang, Indonesia
E-mail: zuwirnawz@gmail.com
3) Universitas Negeri Padang, Padang, Indonesia
E-mail: ramalishakim@gmail.com
4)
Universitas Negeri Padang, Padang, Indonesia
E-mail: rayendra@fip.unp.ac.id

 Correspondence Author
Keywords: Problem Based Learning;
learning outcomes; student activity;
vocational education
© Copyright: 2025. Authors retain
copyright and grant the JETL (Journal of
Education, Teaching and Learning) right
of first publication with the work
simultaneously licensed under a Creative
Commons Attribution License

Abstract
The low level of student engagement and achievement in vocational
economics learning necessitates the application of innovative
instructional models. This study aims to examine the effect of the
Problem Based Learning (PBL) model on student learning activity and
outcomes in the Economic Business subject. A quasi-experimental
design with a pretest-posttest control group was employed. The
participants were 61 tenth-grade students from SMK Negeri 1 Painan,
selected through purposive sampling. Data were collected using
validated instruments: learning outcome tests and observation sheets.
Descriptive and inferential statistics, including independent samples ttests, were used for data analysis. Results show that the experimental
group, which received PBL treatment, had significantly higher posttest
scores (M = 89.90) and N-Gain (0.72) compared to the control group
(M = 76.68; N-Gain = 0.35). Student activity in the experimental group
also increased steadily across sessions. Statistical tests confirmed that
the differences in both outcomes and activity were significant (p <
0.05). These findings support the effectiveness of PBL in promoting
active learning and improving student achievement in vocational
education.

INTRODUCTION
In the current landscape of vocational education, there is a growing demand for teaching
strategies that can not only improve students’ academic performance but also develop their practical
problem-solving abilities (Aslam et al., 2021; Rafiq et al., 2023). Traditional lecture-based learning
often fails to stimulate students’ cognitive engagement or foster independent thinking, especially in
complex subjects such as economic business. As vocational students are being prepared to meet the
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Journal of Education, Teaching, and Learning
Volume 10 Number 2, 2025 Special Issue. Page 144-150
p-ISSN: 2477-5924 e-ISSN: 2477-8478
challenges of real-world industry settings, there is a pressing need for pedagogical innovations that
emphasize both conceptual understanding and skill application (Yanto et al., 2022).
Problem Based Learning (PBL) is one such instructional model that has gained international
recognition for its ability to engage students in real-life problem-solving activities. Rooted in
constructivist learning theory, PBL encourages students to become active participants in their
learning process by exploring authentic problems, collaborating in teams, and generating solutions.
Studies such as Barrows and Tamblyn (1980), Ghani et al., (2021); Nurtanto et al., (2020) have
shown that PBL enhances higher-order thinking, communication, and self-directed learning skills
that are especially valuable in vocational education.
In the Indonesian context, however, research on PBL has predominantly focused on general
education settings such as mathematics, science, and language learning (Mutohhari et al., 2021;
Numonjonov, 2020). Limited empirical evidence exists concerning the implementation of PBL in
vocational subjects, particularly in the domain of economic business within secondary-level
vocational schools (SMK). This gap restricts educators’ ability to adopt proven models with
confidence, especially when dealing with specialized competencies required in the workforce.
While several studies have confirmed the positive impact of PBL on academic achievement,
few have simultaneously investigated its influence on student learning activity as a behavioral
outcome. In vocational education, student engagement is just as crucial as cognitive achievement
because it reflects students' readiness to participate in collaborative and practical work
environments. Therefore, a more holistic understanding of how PBL affects both cognitive and
behavioral learning outcomes is warranted (Dahalan et al., 2024; Nurkhin & Pramusinto, 2020).
The current study seeks to address these gaps by implementing and evaluating the PBL model
in an SMK setting with a focus on the Economic Business subject. This field-specific approach
allows for more contextualized application of the PBL model, making the results more relevant and
generalizable to vocational training programs. It also contributes to the body of knowledge
regarding instructional effectiveness in applied learning contexts (Rabiman et al., 2020; Smith et al.,
2023).
The novelty of this research lies in its dual focus on both student learning outcomes and
learning activity, analyzed through a rigorous quasi-experimental design. By comparing
experimental and control groups with matched characteristics, the study is able to offer a valid
measurement of the impact of PBL on both academic performance and student engagement. This
dual analysis provides a more comprehensive evaluation of the learning process and outcomes than
previous studies.
Moreover, the study uses robust statistical techniques including pretest-posttest comparisons,
normalized gain analysis, and independent t-tests to evaluate the effectiveness of the PBL model.
These methods provide empirical evidence of not only statistical significance but also practical
relevance in the context of classroom learning (Mann et al., 2021). The use of validated instruments
further ensures the reliability and validity of the findings.
In summary, this research aims to investigate the effect of Problem Based Learning on both
student achievement and learning activity in a vocational education setting. By addressing existing
research gaps and offering new insights into the application of PBL in economic business education,
the study contributes to the advancement of teaching practices aligned with 21st-century vocational
learning goals.
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Volume 10 Number 2, 2025 Special Issue. Page 144-150
p-ISSN: 2477-5924 e-ISSN: 2477-8478

METHODS
This study employed a quantitative approach using a quasi-experimental design, specifically a
Pretest-Posttest Control Group Design. It aimed to investigate the effect of the Problem Based
Learning (PBL) model on students’ learning activity and achievement in economic business
subjects. The sample consisted of 61 Grade X students from SMK Negeri 1 Painan, divided into
two groups: one experimental group using the PBL model and one control group using conventional
learning. The sample selection was done purposively based on similar average academic
performance, class size, and subject matter, while group assignment was randomized.
Three research instruments were used: a learning outcome test, an observation sheet for
student activity, and a PBL-based teaching module. The test comprised 20 multiple-choice items
and was validated using Pearson correlation and KR-20, yielding high validity and excellent
reliability (KR-20 = 0.967). Observation sheets were tailored for each teaching method, assessing
five key indicators of student activity using a Likert scale. The teaching module integrated PBL
principles aligned with the vocational curriculum and was validated by an expert teacher.
All instruments underwent a validation process to ensure relevance, clarity, and content
alignment. The test items were found to be valid, moderately difficult, and discriminative, with
most items falling within good to excellent quality. Observational indicators were also deemed
appropriate for assessing student engagement. The instruments were used to collect both pretest and
posttest data, along with observational data over three classroom sessions.
Data were analyzed using descriptive and inferential statistics. Descriptive statistics included
mean, median, mode, standard deviation, variance, and normalized gain (N-Gain). Inferential
analysis involved tests for normality (Lilliefors), homogeneity (F-test), and hypothesis testing using
independent sample t-tests. These analyses were used to determine whether the PBL model had a
statistically significant effect on students’ learning outcomes and classroom engagement, with
significance set at α = 0.05.
RESULT AND DISCUSSION
This section presents the findings obtained from statistical analyses of students’ learning
outcomes and learning activities in both the experimental and control classes.
Table 1. Comparison of Pretest, Posttest, and N-Gain Between Groups
Group
Pretest Mean
Posttest Mean
N-Gain
Experimental
63.33
89.90
0.72
Control
63.58
76.68
0.35
Table 1 reveals a significant difference in learning performance between the experimental and
control groups. Although both groups had similar initial abilities (Pretest: 63.33 vs. 63.58), the
experimental group, which used the Problem Based Learning (PBL) model, showed a higher
posttest score (89.90) compared to the control group (76.68). The N-Gain score of 0.72 (high
category) in the experimental group indicates a substantial improvement, whereas the control group
only reached 0.35 (moderate category), indicating that conventional teaching methods were less
effective.
Table 2. Mean Scores of Student Learning Activity (Experimental Group)
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Journal of Education, Teaching, and Learning
Volume 10 Number 2, 2025 Special Issue. Page 144-150
p-ISSN: 2477-5924 e-ISSN: 2477-8478
Meeting
Mean Activity Score
Meeting 1
9.94
Meeting 2
12.84
Meeting 3
13.94
Table 2 shows the trend of student engagement throughout three PBL-based sessions. There
was a continuous increase in activity scores, reflecting improved student participation and
involvement. From an initial score of 9.94 in Meeting 1, students' activity rose to 13.94 by Meeting
3. This indicates that the PBL approach successfully motivated students to engage more actively,
especially in collaborative problem-solving, discussions, and presentations.
Table 3. Independent Samples t-Test Results
Variable
t-Value
p-Value
Conclusion
Learning Activity
12.54
0.00
Significant difference (p < 0.05)
Learning Outcomes
18.11
0.00
Significant difference (p < 0.05)
Table 3 presents the results of independent t-tests comparing the experimental and control
groups. Both tests show statistically significant differences in learning activity and learning
outcomes. The high t-values and p-values below 0.05 confirm that the implementation of the PBL
model had a significant positive effect on student learning outcomes and engagement. These
findings validate the study's hypothesis and demonstrate the pedagogical advantage of PBL in
vocational education settings.
Discussion
The findings of this study demonstrate a significant improvement in both learning outcomes
and learning activity among students who were taught using the Problem Based Learning (PBL)
model. The experimental group showed a notable increase in posttest scores and N-Gain values
compared to the control group. This supports the assertion that PBL is a more effective instructional
model for enhancing cognitive outcomes in vocational school settings, particularly in the subject of
economic business. The high N-Gain value (0.72) in the experimental group signifies a high level of
conceptual understanding gained through active engagement and problem-solving practices
(Burgess et al., 2020; Zhao et al., 2020).
The improvement in learning activity among students in the experimental group further
highlights the impact of the PBL model. Activity scores increased consistently across three sessions,
indicating growing involvement in collaborative learning processes. Students were observed to
participate more actively in group discussions, problem analysis, and solution presentations. This
aligns with constructivist learning theory, which emphasizes student-centered approaches that
promote autonomy, inquiry, and interaction, all of which are fostered through PBL (Saldo & Walag,
2020).
The results also confirm previous studies which have found that PBL enhances not only
content mastery but also essential soft skills such as communication, critical thinking, and
teamwork. Compared to the conventional method applied in the control group, which relied
primarily on lectures and individual exercises, the PBL model provided a dynamic environment for
learners to explore real-world problems. The superior performance of the experimental group
supports the view that contextual and interactive learning environments are more effective in

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Volume 10 Number 2, 2025 Special Issue. Page 144-150
p-ISSN: 2477-5924 e-ISSN: 2477-8478
fostering deeper learning, especially in vocational education where practical skills are emphasized
(Amerstorfer & Freiin von Münster-Kistner, 2021; Chen et al., 2021).
The statistical analysis confirmed the significance of these findings. The independent t-test
results for both learning outcomes and student activity revealed p-values below 0.05, confirming
that the observed differences were not due to chance. This empirical evidence strengthens the
theoretical rationale for using PBL in classroom instruction and affirms its relevance for 21stcentury education, where critical thinking and problem-solving are essential competencies.
the implementation of the PBL model significantly influenced students’ academic
performance and engagement (Distyasa et al., 2021; Hursen, 2021). This model not only improved
students’ conceptual understanding but also motivated them to become active participants in their
own learning. These findings advocate for broader application of PBL in vocational and technical
education curricula, particularly for subjects requiring analytical and collaborative skills. Future
research could explore the long-term retention effects of PBL and its adaptability across diverse
educational contexts and student profiles.
CONCLUSIONS
Based on the findings of this study, it can be concluded that the implementation of the
Problem Based Learning (PBL) model has a significant and positive effect on both student learning
outcomes and learning activity in vocational education, specifically in the Economic Business
subject. The experimental group demonstrated higher posttest scores and greater engagement
compared to the control group, indicating that PBL not only enhances students’ conceptual
understanding but also promotes active participation in the learning process. These results affirm
the effectiveness of PBL as an innovative instructional approach capable of addressing the demands
of 21st-century vocational education.
CONFLICTS OF INTEREST STATEMENT
Regarding this study, the author declares that there is no conflict of interest.
AUTHOR CONTRIBUTIONS
Study concept and design: Mila Ladia Facma. Acquisition of data: Zuwirna Zuwirna.
Analysis and interpretation of data: Ramalis Hakim. Drafting the manuscript: Mila Ladia Facma.
Critical revision of the manuscript for important intellectual content: Rayendra Rayendra. Statistical
analysis: Mila Ladia Facma.
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