Jurnal Penelitian Politeknik Penerbangan Surabaya Edisi XLIX.
Vol 10.
No 3.
Bulan September.
Tahun 2025
p-ISSN : 2615 Ae 8671
e-ISSN : 2615 Ae 868X
PROBLEM BASED LEARNING AND PROJECT BASED
LEARNING IN RELATION TO CREATIVITY AND CRITICAL
THINKING TOWARDS THE COMPETENCE OF VOCATIONAL
EDUCATION STUDENTS
Dimas Arya Soeadyfa F1.
Farid Baskoro2.
Meita Maharani Sukma1 Politeknik Penerbangan Surabaya Jl.
Jemur Andayani 1/73.
Surabaya 60236 Universitas Negeri Surabaya Jl.
Ketintang Kec.
Gayungan.
Surabaya 60231 E-mail correspondence: dimazsatc54@gmail.
Abstrak Pembelajaran Berbasis Masalah (Problem-Based Learning/PBL) dan Pembelajaran Berbasis Proyek (Project-Based Learning/PjBL) merupakan model pembelajaran yang berperan penting dalam mengembangkan keterampilan dan kompetensi peserta didik.
Implementasi PBL dan PjBL berdampak pada peningkatan kreativitas dan kemampuan berpikir kritis siswa dalam mencapai kompetensi yang relevan dengan tuntutan zaman.
Penelitian ini bertujuan untuk mengkaji hubungan antara kreativitas, berpikir kritis, dan kompetensi siswa dalam pendidikan vokasi melalui pendekatan pembelajaran berbasis masalah dan proyek.
Metodologi yang digunakan adalah pendekatan pendekatan kuantitatif dengan jenis penelitian eksplanatori, melibatkan 200 mahasiswa jurusan Pengendalian Lalu Lintas Udara pada pendidikan vokasi penerbangan, yang terdiri dari 70 mahasiswa tingkat akhir, 70 tingkat menengah, dan 60 tingkat awal dari perguruan tinggi penerbangan dengan kompetensi Aerodrome Flight Information Services (AFIS).
Instrumen penelitian berupa kuisioner tipe Measures of Typical Performance (MTP) digunakan untuk mengumpulkan tanggapan mahasiswa.
Hasil analisis statistik dengan SEM-PLS menunjukkan nilai R-Square sebesar 0,953 atau 95%, yang mengindikasikan adanya hubungan yang signifikan antara kreativitas, berpikir kritis, dan kompetensi mahasiswa dalam bidang pendidikan vokasi.
Kata Kunci : Problem-Based Learning (PBL).
Project-Based Learning (PjBL).
Kreativitas.
Berpikir kritis.
Kompetensi.
Pendidikan Vokasi Abstract Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are instructional models that play a crucial role in developing students' skills and competencies.
The implementation of PBL and PjBL has an impact on enhancing students' creativity and critical thinking abilities in achieving competencies that are relevant to the demands of the current era.
This research aims to examine the relationship between creativity, critical thinking, and students' competencies in the field of vocational education through problem-based and project-based learning approaches.
The research methodology employed is a quantitative approach with an exploratory study design.
The research participants consist of 200 students majoring in Air Traffic Control in Vocational Aviation Education, comprising 70 final-year students, 70 intermediate-level students, and 60 entry-level students from aviation colleges with competencies in Aerodrome Flight Information Services (AFIS).
The research instrument utilized is a questionnaire of the Measures of Typical Performance (MTP) type to gather student responses.
The statistical analysis result using SEM-PLS reveal an R-Square value of 0.
953 or 95%, indicating a significant relationship between creativity, critical thinking, and students' competencies in the field of vocational education.
Keywords: Problem-Based Learning (PBL).
Project-Based Learning (PjBL).
Creativity.
Critical thinking.
Competency.
Vocational education INTRODUCTION Various steps have been taken to improve the performance of university graduates by developing the learning curriculum.
According to Nilson .
, students need to have mature self-awareness in facing learning challenges and integrate attitudes with thinking actions, which enable them to achieve competence and learning goals through professional actions(Nilson, 2.
According to Lorenz Lassnigg's perspective .
, professional actions in the field of education in the global era are based on competence-based education (Lassnigg, 2.
In the competencebased education (CBE) approach, this methodology focuses on providing the skills required by industries and evaluating students' abilities to perform tasks that align with their capabilities(Koenen et al.
, 2.
Compared to conventional curriculum, 21st-century skills are more tangible in Students need to be able to think critically and creatively, possess skills in utilizing information media and technology, as well as be able to work, adapt, and develop themselves into professionals through the use of life skills(Kivunja, 2.
an Laar et al.
, 2.
Critical thinking is one of the characteristics or skills of 21st-century learning that needs to be developed, based on research involving 250 researchers from 60 global institutions affiliated with ATC21S (Assessment & Teaching of 21st Century Skill.
The implementation of critical thinking in learning refers to a deeper understanding of theories, evidence, and significant issues through scientific approaches and the application of various subjects in real-world contexts(Savery, 2.
(Kivunja & Kuyini, 2.
(Gray, 2.
Critical thinking is a skill that can be acquired through the learning process.
therefore, efforts are Problem Based Learning And Project Based Learning required to teach and encourage students to engage in critical thinking by selecting meaningful learning models.
Critical thinking lacks meaning without individual growth in knowledge, intelligence, and thinking abilities.
(J.
Spector & Ma, 2.
Self-awareness, confronting beliefs, and emotion management are motivational factors in the integrated intellectual process during learning(Medley et al.
, 2.
(Drigas et al.
There are numerous factors influencing learning behaviors, and some of these factors can have a positive impact when combined together(Morton et al.
(Otto & Pensini, 2.
(Kahu & Nelson, 2.
Creativity in problem-solving may not be directly taught but through habituation processes integrated into student learning and practice(Snyder & Snyder, 2.
(Yazar Soyad, 2.
(Herro & Quigley, 2.
By making certain modifications to these models, the decisionmaking process indirectly plays a role in enhancing engagement in learning.
Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are two learning approaches that can be integrated into the 21st-century learning curriculum to significantly enhance the quality of education.
Integrating PBL and PjBL into the 21st-century learning curriculum can greatly improve the quality of Through PBL, students are actively engaged in addressing real-world problems and developing critical thinking skills.
Meanwhile.
PjBL provides opportunities for students to engage in relevant real-life projects, integrating crossdisciplinary knowledge and fostering creativity.
With the integration of PBL and PjBL, students become the focal point of learning, actively engage, work in teams, and connect their learning to the real world, thus preparing them with relevant skills and understanding to face future challenges.
In vocational education, the application of PBL and PjBL can significantly creativity(Nilsook 2.
(Muhammad et al.
, 2.
Through PBL, vocational students are exposed to real-world problems that are relevant to their field of expertise.
This encourages Problem Based Learning And Project Based Learning them to think critically in analyzing, evaluating, and seeking the best solutions.
Additionally.
PjBL provides opportunities for students to engage in projects that require them to utilize practical knowledge and skills to create innovative and creative solutions.
By involving vocational students in PBL and PjBL, they can develop the critical thinking abilities necessary to overcome workplace challenges while honing their creativity to generate solutions aligned with industry needs (Vogler et al.
, 2.
This enables them to become competent professionals ready to meet the demands of an evolving work environment.
Considering the advantages of Problem-Based Learning (PBL) and ProjectBased Learning (PjBL), these learning models can be the appropriate solution for educators in implementing Competency-Based Education (CBE) for Vocational Education students, with aviation vocational education students used as respondents in this study.
PBL and PjBL can enhance collaboration skills, critical thinking, complex problem-solving, learning transfer, and creative learning, which contribute to the development of vocational education students' competencies.
Based on the aforementioned context, this research aims to explore the direct and indirect relationships between critical thinking, creativity, and vocational education students' competencies using PBL and PjBL.
The development of this model is expected to be utilized as an evaluation system for integrated learning models in the curriculum and assist students in developing content mastery through authentic experiences.
RESEARCH METHODOLOGY
This research design employs a quantitative approach with an explanatory research type(Jain, 2.
This method was chosen to validate and test the measurement model of the research variables.
The creativity variable uses the FFOE model (Fluency.
Flexibility.
Originality.
Elaboratio.
with 8 indicators(Nadeem et al.
, and the critical thinking variable uses the FRISCO model (Focus.
Reason.
Inference.
Situation.
Clarity.
Overvie.
with 11 indicators(Djumanova, 2.
The Problem Based Learning And Project Based Learning competency variable uses the Standard model (Knowledge.
Skills, and Attitude.
with 15 indicators.
The research respondents consisted of 200 purposively selected students in Aviation Vocational Education, including 70 final-year students, 70 intermediatelevel students, and 60 entry-level students with competencies in Aerodrome Flight Information Services (AFIS) from Aviation Vocational Schools in Indonesia.
The implementation of PBL and PjBL was carried out using Air Traffic Control training simulator facilities(Fothergill et al.
, 2.
(Updegrove & Jafer, 2.
, following the learning mechanisms as shown in Figure 1 and Figure 2.
Students are presented with concrete problems, search for solutions, and work on projects in teams to solve the problems.
The skills that are nurtured through PBL and PjBL extend beyond the acquisition of knowledge and include abilities such as effective communication and presentation, efficient organization and time management, proficient problemsolving, self-assessment and reflection, active participation in group work, leadership qualities, and critical thinking(Chang & Tseng, 2.
(Habyk & Nagy, 2.
(Kolmos et al.
, 2.
(Caeiro-Rodriguez et al.
, 2.
This study was conducted from January 2022 to April 2023.
Data collection techniques involve questionnaires .
ypical performance measurement.
MTP) and The typical performance measurement is designed to reveal individual tendencies in reactions or behaviors in specific situations(P.
Spector & Fox, 2.
(Donaldson & Grant-Vallone, 2.
Data analysis techniques employ multiple linear regression supported by Structural Equation Modeling Partial Least Square (SEM-PLS)(J.
Hair et al.
, 2.
(Lowry & Gaskin, 2.
(J.
Hair & Alamer.
The analysis is conducted on latent variables to obtain values or measures based on observed indicators.
The latent variables are divided into two based on Problem Based Learning And Project Based Learning their functions: exogenous variables .
ritical thinking and creativit.
and endogenous variables .
Figure 1.
Mechanisms Of The Pbl And PjBL Learning Proce Figure 2.
The Results Of Construct Analysis Testing Using Smart Pls Problem Based Learning And Project Based Learning RESEARCH METHODOLOGY Creativity and Critical Thinking in PBL Learning In the context of Problem-Based Learning (PBL) in vocational education, creativity and critical thinking play crucial roles.
Here is a further elaboration on these two aspects in PBL learning in vocational education:
Creativity in PBL: In PBL learning, creativity involves students' ability to generate new ideas, create innovative solutions, and think beyond conventional boundaries(Gallagher, 2.
In vocational settings, creativity is important in designing creative solutions to technical problems or complex real-world situations.
In PBL, students are presented with challenges or projects that represent real-life situations they need to solve.
Through this approach, students are encouraged to think creatively, develop unique solutions, and generate new ideas that are relevant to the vocational context they are learning.
Creativity also plays a role in designing presentations or final products that depict their solutions innovatively.
Critical Thinking in PBL: Critical thinking in PBL focuses on students' ability to analyze deeply, evaluate, and solve problems in a logical and rational manner(Ulger, 2.
In the context of vocational education, critical thinking becomes essential in facing technical challenges and complex problems.
PBL learning, students are invited to engage in situational analysis, identify problems, gather and evaluate relevant information, and formulate the best solutions based on logical reasoning.
Critical thinking also involves students' ability to evaluate the decisions and solutions they have made and consider the implications and consequences of those solutions within the vocational Below is a table that can explain the relationship between creativity and critical thinking in PBL learning in vocational education.
Problem Based Learning And Project Based Learning Table 1.
Exploring the Relationship Between Creativity and Critical Thinking in Problem-Based Learning in Vocational Education Aspect Definition Role Objective Process Outcome Benefits Creativity The ability to generate new solutions in a vocational Designing solutions for technical Generating new ideas relevant to the vocational Developing out-of-the-box thinking skills Enhancing Encouraging brainstorming, modeling, and idea exploration Stimulating experimentation and new Unique and innovative Creative ideas relevant to the vocational context Ability to address technical challenges with creative Readiness to face changes and innovation in the Critical Thinking The ability to analyze, evaluate, and solve problems through logical reasoning Analyzing situations and problems in-depth Identifying the best solutions based on logical reasoning Developing strong analytical Improving decision-making based on rational thinking Involving in-depth analysis of situations and problems Encouraging Effective and logical problemsolving Decision-making based on critical thinking Ability to analyze problems with critical and rational More decisionmaking in a vocational context The table above provides an overview of the interrelationship between creativity and critical thinking in PBL learning in vocational education.
It includes definitions, roles, objectives, processes, expected outcomes, and benefits that Problem Based Learning And Project Based Learning students can gain from developing these two aspects.
The table helps visualize how creativity and critical thinking complement each other and are essential in developing vocational competence through PBL.
In combination, creativity and critical thinking in PBL learning in vocational education provide opportunities for students to develop analytical, problemsolving, and reflective thinking skills relevant to the workplace.
They are encouraged to view problems from various perspectives, explore alternative solutions, and make effective decisions based on critical and innovative thinking.
This lays a strong foundation for students to develop their vocational competencies and become professionals ready to face the challenges of an ever-evolving work Creativity and Critical Thinking in PjBL Learning In the context of Project-Based Learning (PjBL) in vocational education, creativity and critical thinking also play a significant role.
Here is a further elaboration on these two aspects in PjBL learning in vocational education:
Creativity in PjBL: In PjBL, creativity involves students' ability to generate new ideas, develop innovative solutions, and come up with creative concepts within the context of the project being undertaken.
In vocational learning, students are presented with project tasks that represent real-world challenges they need to complete.
Through the PjBL approach, students are given the freedom to explore creative ideas, design original solutions, and produce products or presentations that showcase their creativity in problem-solving or achieving project goals (Siew et al.
, 2.
(Remijan, 2.
(Chistyakov et al.
Creativity also encourages students to think beyond conventional boundaries, integrate cross-disciplinary knowledge, and demonstrate innovation in project implementation.
Critical Thinking in PjBL: Critical thinking in PjBL involves students' ability to analyze, evaluate, and solve problems logically and rationally within the Problem Based Learning And Project Based Learning context of the project being undertaken(Abidin et al.
, 2.
(Sari & Prasetyo.
Students are invited to conduct in-depth analysis of relevant information, identify potential problems that may arise, and formulate the best solutions based on critical thinking.
Critical thinking also involves students' ability to consider the implications and consequences of the decisions or solutions they make and evaluate the quality and effectiveness of the solutions generated.
In vocational learning, critical thinking becomes essential in facing technical challenges and real-world problems encountered in projects, enabling students to make appropriate decisions and design effective solutions.
Here is a table explaining the relationship between creativity and critical thinking in PjBL learning in vocational education.
Table 2.
The Relationship Between Creativity and Critical Thinking in PjBL in Vocational Education Aspects Definition Role Objective Process Creativity The ability to generate new ideas and innovative Designing original and innovative solutions Generating creative ideas relevant to the project Developing thinking skills Encouraging innovative problem-solving Encouraging exploration of creative ideas Fostering in project Critical Thinking The ability to analyze, problems logically Conducting in-depth analysis of information Identifying Enhancing thinking abilities Improving decision-making Analyzing information Applying logical and problem-solving Problem Based Learning And Project Based Learning Outcome Benefits Unique and innovative project solutions Creative ideas applicable to vocational context Enhanced problemsolving and innovative Readiness Effective problemsolving outcomes Well-reasoned logical decision-making Improved thinking and decisionmaking Capacity for effective problem resolution The table above provides an overview of the interrelationship between creativity and critical thinking in PjBL learning in vocational education.
It includes definitions, roles, objectives, processes, expected outcomes, and benefits that students can gain from developing these two aspects.
The table helps visualize how creativity and critical thinking complement each other and are essential in developing students' vocational competencies through PjBL.
In combination, creativity and critical thinking in PjBL learning in vocational education allow students to develop complex and in-depth thinking skills.
Students are encouraged to think creatively in generating innovative solutions and designing products or presentations that showcase their creativity.
On the other hand, critical thinking helps students analyze deeply, evaluate critically, and solve problems with logical and rational thinking.
Through the development of creativity and critical thinking skills in PjBL, students can acquire profound vocational competencies, enhance their problem-solving abilities, and be prepared to meet the demands of an increasingly complex work environment.
THE RESULTS OF VARIABLE TESTING
In analyzing the relationship between Creativity and critical thinking towards student competence using the PBL and PjBL approaches, the testing of measurement models and estimation of standard variable values is necessary.
The Problem Based Learning And Project Based Learning construct validity and reliability should be tested first.
Construct validity can be examined by looking at the values of outer loadings .
actor loading.
and Average Variance Extracted (AVE) for each indicator within the construct.
If the outer loading value is Ou 0.
7 and AVE is Ou 0.
5, the indicators are considered valid.
On the other hand, construct reliability can be tested by examining the value of Composite Reliability .
omposite reliabilit.
Ou 0.
7 and Cronbach's Alpha Ou 0.
mek & Noyan, 2.
If all these criteria are met, the measurement model is considered suitable for use.
Table 3.
Validity and Reliability Testing of The Creativity Indicators Variable Indicator Validity AVE
Statement
Creativity CR-1
Invalid
CR-2
Valid
Valid and Reliable CR-3
Invalid
CR-4
Valid
CR-5
Valid
CR-6
Invalid
CR-7
Valid
CR-8
Valid Indicator testing is an initial step in construct analysis aimed at evaluating the validity of variables before conducting reliability testing.
The results of the analysis of the creativity variable indicators are shown in Table 3.
Based on the table, indicators CR-1.
CR-3, and CR-6 of the creativity variable have outer loading values O 0.
7, indicating invalidity, although the AVE values are Ou 0.
Therefore, these indicators need to be removed from the measurement model.
Furthermore, the results of the reliability test show that the CR and CA values are Ou 0.
7, indicating adequate reliability.
Problem Based Learning And Project Based Learning Next, validity testing measurements were conducted on the critical thinking indicator, as shown in Table 4.
From the results of the validity testing measurements, it was found that 5 indicators of the critical thinking variable need to be removed: C-T1.
C-T4.
C-T6.
C-T8, and C-T11.
These indicators have outer loading values O 0.
7, indicating that these 5 indicators are not valid and should be removed from the construct measurement.
Meanwhile, the results of the reliability test show that the Composite Reliability (CR) and Cronbach's Alpha (CA) values are Ou 0.
7, indicating good reliability.
Table 4.
Validity and Reliability Testing of The Critical Thinking Indicators Variable Critical Indicator C-T 1
C-T 2
C-T 3
C-T 4
C-T 5
C-T 6
C-T 7
C-T 8
C-T 9
C-T 10
C-T 11
Validity Invalid
Valid
Valid
Invalid
Valid
Invalid
Valid
Invalid
Valid
Valid
Invalid
AVE
Statement Valid Reliable The results of the SmartPLS analysis for the Competence variable indicate that the competence indicators, as a whole, can be considered valid and reliable based on Table 5.
However, there are 8 indicators that need to be removed as they are deemed invalid.
These indicators are K-3.
K-5.
K-6.
K-7.
K-8.
K-10.
K-11, and K-12.
Although the AVE values are Ou 0.
5 and the Composite Reliability (CR) and Cronbach's Alpha (CA) values are Ou 0.
7, these indicators do not meet the validity criteria to be included in the measurement model with loading values O 0.
Therefore, these indicators should be excluded from the measurement model.
Problem Based Learning And Project Based Learning Table 5.
Validity and Reliability Testing of The Competence Indicators Variable Indicator Competence K-1
K-2
K-3
K-4
K-5
K-6
K-7
K-8
K-9
K-10
K-11
K-12
K-13
K-14
K-15
Validity Valid
Valid
Invalid
Valid
Invalid
Invalid
Invalid
Invalid
Valid
Invalid
Invalid
Invalid
Valid
Valid
Valid
AVE
Statement Valid and Reliable After conducting construct validity and reliability analyses, and ensuring the necessary assumptions are met, the next step is to perform a model fit test or structural model test.
According to Manteiga and Crujeiras .
, the model fit test can be categorized as follows(Gonzylez-Manteiga et al.
, 2.
GoF < 0.
5 indicates a weak model, 5 < GoF < 0.
75 indicates a moderate model.
GoF > 0.
75 indicates a good model.
After removing invalid or inadequate indicators, the results of the model fit test indicate an R2 value of 0.
The average communalities for the creativity and critical thinking variables are 0.
7662 and 0.
7933, respectively, resulting in an average of 0.
Furthermore, the calculation of Goodness of Fit (GoF) yielded the following results:
ya0 ya = OoycaiycuycI 0yco = .
7797 x 0.
Problem Based Learning And Project Based Learning = 0.
Based on the calculation, a GoF value of 0.
743 indicates that the model falls into the "Good" category.
Therefore, the structural relationship between creativity and critical thinking towards competence is depicted in Figure 3.
Figure 3.
GOF (Structure Model The Goodness Of Fi.
Table 6.
The Results of Discriminant Validity Analysis Critical Thinking Competence Creativity Critical Thinking Competence Creativity To ensure the distinction between the latent constructs and other variables.
Fornell-Larcker Criterion(Henseler et al.
, 2.
The results of the discriminant validity test, as shown in Table 6, indicate that the loadings on the intended construct are higher than the loadings on other constructs.
The hypothetical model has demonstrated a good fit, thus it is deemed suitable for further research on the relationship between creativity and critical thinking with student competence in vocational education.
Problem Based Learning And Project Based Learning Based on the statistical analysis using SEM-PLS, an R-Square value .
eliability indicato.
935 or 93% was obtained for competence, indicating that creativity and critical thinking have a positive and significant influence on student Previous studies conducted by Cargas et al.
and Yang and Wu .
have also discussed the relationship between creativity in the form of work behavior and critical thinking knowledge in influencing students' academic achievement in completing tasks or assignments during the learning process(Yang & Wu, 2.
(Cargas et al.
, 2.
The relationship between the exogenous and endogenous variables in the constructed model can be seen in Table 7 Table 7.
The Results of Discriminant Validity Analysis Critical Thinking Ie
Competence Creativity Ie
Competence Original Sample Sample Mean
(O)
(M)
Standart Deviation T Statistic P Values The results of the analysis of the relationship between the exogenous and endogenous variables can be seen in Table 5 and can be explained as follows:
The Path value .
riginal sampl.
between critical thinking and competence has a positive value of 0.
779, with a calculated T-value of 19.
475 and a probability of 0.
This finding indicates a significant positive influence of critical thinking on the competence of vocational education students.
The result can be interpreted based on the fact that the calculated T-value Ou the critical T-value .
475 Ou 1.
or the P-value O the significance level .
, which indicates the rejection of the null hypothesis (H.
The Path value .
riginal sampl.
between creativity and competence also shows a positive influence with a value of 0.
The calculated T-value is Problem Based Learning And Project Based Learning 773, and the probability is 0.
000, confirming that creativity significantly contributes to the improvement of vocational education students' In this context, the results show that the calculated T-value Ou the critical T-value .
773 Ou 1.
and the P-value O the significance level .
, resulting in the rejection of Ho.
Within this set of findings, the analysis also reveals that the largest indicator of competence (K.
has a weight of 0.
This indicates that students demonstrate better abilities and skills in solving Air Traffic Control Technical Skills problems.
Indicator K14 has a significant influence on overall competence.
This finding suggests that in the context of vocational education, students have developed competencies relevant to their field of study, especially in technical skills related to air traffic control.
Furthermore, this research highlights the importance of using PBL (ProblemBased Learnin.
and PjBL (Project-Based Learnin.
models supported by training facilities such as the ATC Simulator.
These learning approaches provide contextual learning experiences, where students engage in real-world situations and are exposed to problems and challenges relevant to their field of study.
Through problem-solving in real projects, students can develop their critical thinking and problems(Kopzhassarova et al.
, 2.
This approach also helps students to connect theoretical knowledge with more authentic and real-world contexts(Alismail & McGuire, 2.
(Anggraeni & Suratno, 2.
Overall, these findings indicate a positive relationship between creativity and critical thinking in influencing student competence.
The regression coefficient analysis confirms that critical thinking is a significant predictor of competence.
This means that students' ability to think critically contributes significantly to the development of their competence.
Additionally, these findings also emphasize that creativity and critical thinking are interconnected and inseparable in achieving Problem Based Learning And Project Based Learning students' success in developing their competence through problem-solving and real projects.
CONCLUSION
Based on the conducted analysis, it can be concluded that the average and outer loadings of the indicators in each variable tend to be high.
This indicates that the learning process using the PBL (Problem-Based Learnin.
and PjBL (Project-Based Learnin.
approaches has been effective.
The results also indicate a significant positive correlation between the studied variables, as evidenced by the GoF (Goodness of Fi.
value of 0.
743, which can be categorized as "Good".
The development of this learning model can be used as an evaluation system for integrating PBL and PjBL into the curriculum.
The integration of these learning approaches is crucial in the context of Vocational Education as it encourages students to think critically in understanding and mastering the learning materials through authentic experiences.
Moreover, this approach can enhance students' creativity in problem-solving and generating new ideas.
By adopting this integrated learning model, it is expected that the competence of vocational education students can be effectively improved.
The PBL and PjBL approaches not only help students gain a deeper understanding of the learning content but also train them to apply their knowledge and skills in real-life Thus, this learning model contributes positively to students' cognitive development and creativity, preparing them to face the demands of an increasingly complex job market.
LIMITTATION AND FUTURE WORK
It should be noted that this study has several limitations.
First, we conducted this survey with 200 students in Aviation Vocational Education, specializing in Air Traffic Control with AFIS competency, from Aviation Vocational Schools in Problem Based Learning And Project Based Learning Indonesia.
To draw more comprehensive conclusions, it would be beneficial to conduct similar research in other fields such as Engineering.
Medicine.
Military.
Civil Engineering, or other vocational education fields with a larger number of participants from different levels .
, secondary and higher educatio.
Second, future research in this field should include other variables that are also related to the role of PBL and PjBL-based learning, such as motivation or collaboration, to provide additional insights.
Therefore, it is crucial to identify and study all factors that influence students' competencies in vocational education.
REFERENCES