Jurnal Ilmu Sosial dan Pendidikan (JISIP) Vol.
9 No.
3 Juli 2025 e-ISSN : 2656-6753, p-ISSN: 2598-9944 DOI: 10.
36312/jisip.
8757/http://ejournal.
org/index.
php/JISIP/index Optimizing the Potential of Creativity and Student Learning Outcomes Using the PJBL Learning Model in PKK Subjects at SMK Negeri 6 Surabaya Adisty Witama Putri1.
Elida Cahya Mayzura2.
Erwanda Febri Yohana3.
Sonya Putri Nadiawan4.
Yollanda Issaur5.
Sri Dwiyanti6.
Sri Lynda Deciana Panggabean7 Pendidikan Profesi Guru.
Universitas Negeri Surabaya Article Info Article history:
Received: 17 May 2025 Publish: 1 July 2025 Keywords:
Project Based Learning.
Creativity.
Learning Outcomes.
Abstract This study was conducted to analyze the optimization of creativity potential and student learning outcomes in the PKK subject.
The method used was Classroom Action Research (CAR) with two cycles, involving 31 students of class XI KC 1 and located at SMKN 6 Surabaya.
The results of the study showed a significant increase in the cognitive, psychomotor, and creativity aspects of student learning.
The completion of learning the cognitive aspect using the N-Gain test analysis resulted in an increase from 55%.
to 71%, with a high category.
The learning outcomes of the psychomotor aspect also increased with the analysis using the mean, namely cycle I of 75 to 86 in cycle II.
Student creativity increased from cycle I by 68% and cycle II by 86%.
Therefore, the optimization of the PJBL model in PKK competencies is said to have succeeded in achieving the completion criteria with a very good category.
This is an open access article under the Lisensi Creative Commons Atribusi-BerbagiSerupa 4.
0 Internasional Corresponding Author:
Adisty Witama Putri Pendidikan Profesi Guru.
Universitas Negeri Surabaya Email: adistywp@gmail.
INTRODUCTION
Vocational education has a major role in forming a young generation that is technically competent, as well as creative and adaptive to changing times.
The main challenge in vocational schools is designing a learning process that can explore and develop students' potential to the maximum, both in terms of creativity and academic achievement.
Creativity is a key skill in facing the challenges of the Industrial Revolution 4.
0 and Society 5.
0, as emphasized by the OECD .
that creativity is a 21st century competency that must be fostered early in education.
On the other hand, optimal learning outcomes are an indicator of the success of the learning process, so that the two cannot be separated in the context of developing vocational school students.
In PKK competency, students are required not only to understand entrepreneurial theory and create innovative products.
However, the reality in the field shows that PKK learning still tends to be conventional and focuses on delivering material theoretically.
This causes students to be less actively involved, so that their creativity potential and learning outcomes have not developed optimally.
Based on a study by Hartono .
, learning that is only oriented towards cognitive knowledge tends to inhibit the development of students' critical and creative thinking skills.
Therefore, a learning model is needed that is able to stimulate active student involvement and encourage them to produce real work.
The PjBL learning model is the right alternative in facing today's educational This approach encourages active involvement of students in completing real projects related to everyday life as part of the learning process.
Through PjBL, various 1135 | Optimizing the Potential of Creativity and Student Learning Outcomes Using the Pjbl Learning Model in PKK Subjects at SMK Negeri 6 Surabaya (Adisty Witama Putr.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 important 21st century skills such as critical thinking, collaboration, creativity, and communication can be developed in an integrated manner to equip students to face the world of work and life more adaptively.
As explained by Acim .
, this model allows students to learn meaningfully and contextually because they are faced directly with real problems that must be solved.
In addition.
PjBL also provides opportunities for students to explore ideas, design problem solving, and produce real products that can be evaluated.
With these characteristics, the PjBL model is very relevant to be applied in PKK learning which focuses on practice and results orientation.
The implementation of PjBL can significantly improve learning outcomes, both in the cognitive domain and practical skills, through active involvement in the process of designing and completing meaningful learning projects.
Research by Farihatun .
shows that students who learn using PJBL show increased academic achievement, emotional involvement, and learning satisfaction.
This is due to the student-centered learning process, so they feel more in control of their learning activities.
In addition, projects worked on in PJBL provide direct experience that can strengthen students' conceptual understanding and practical skills.
In the context of SMK Negeri 6 Surabaya, the implementation of the PJBL model in PKK subjects has great potential to be optimized.
This school has adequate resources, both in terms of facilities and diverse student potential, especially in the fields of art, beauty, and entrepreneurship.
However, this potential has not been fully explored due to the limited use of innovative learning approaches.
According to Sudjimat .
, optimization of learning in SMK must be based on strengthening entrepreneurial character, creativity, and collaboration, all of which can be facilitated through PJBL.
Therefore, the implementation of PJBL is a strategic step to integrate meaningful learning with the achievement of curriculum objectives in SMK.
It is also important to note that student creativity does not only come from teacher stimulus, but also from challenging and enjoyable learning situations.
A learning environment that provides freedom to think, explore ideas, and be creative can increase students' motivation and confidence in expressing their abilities.
Based on Vygotsky's theory which was redeveloped by Widhayanti, et al.
, the learning process involving scaffolding .
radual suppor.
in project activities has been proven effective in generating creativity and increasing learning retention.
Thus, the implementation of PJBL also contributes to creating a productive and enjoyable learning environment.
In line with the Independent Curriculum which emphasizes strengthening the Pancasila Student Profile, the PJBL model provides ample space for students to develop character traits such as mutual cooperation, independence, and critical thinking.
Through collaborative projects, students learn to work together, manage time, resolve conflicts, and make decisions, all of which are part of the soft skills competencies that are much needed in the world of work.
As explained in the Independent Curriculum Implementation Guide (Kemdikbudristek, 2.
, project-based learning is one of the recommended approaches to building students' character and competencies as a whole.
Thus, the implementation of PJBL in PKK not only improves cognition but also students' character.
Optimal student learning outcomes are a reflection of the success of planned learning that is in accordance with the needs of students.
In its implementation, learning outcomes are not only seen from the cognitive aspect, but also affective and psychomotor.
According to Sitompul .
, meaningful learning is learning that is able to connect knowledge with real experiences of students, and this can be facilitated effectively through a project-based In this context.
PKK learning can be a strategic medium in fostering students' attitudes of responsibility, curiosity, and self-confidence to create products that are useful and economical.
1136 | Optimizing the Potential of Creativity and Student Learning Outcomes Using the Pjbl Learning Model in PKK Subjects at SMK Negeri 6 Surabaya (Adisty Witama Putr.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 Based on the various problems that have been described, it is important to conduct research to examine the effectiveness of the PjBL learning model in optimizing the potential for creativity and learning outcomes of students in the PKK subject at SMK Negeri 6 Surabaya.
It is hoped that this research can be used as a reference by educators and policy makers in developing adaptive, contextual learning strategies that are in accordance with the needs of the global era.
Through this approach, students are not only recipients of material, but also play an active role in building and managing their learning RESEARCH METHOD This study uses the type of Classroom Action Research (CAR).
Classroom Action Research is classified as quantitative and qualitative research.
Classroom Action Research is different from descriptive research or experimental research.
In descriptive research, what is described is the object at the time of the research, while experimental research is described regarding the cause and effect after a treatment.
The research was carried out in two learning cycles, if the action is still not good, an evaluation will be carried out and carried out in the next cycle.
Therefore, the research can be continued to cycle II by planning appropriate improvements, so that the research results obtained are better, as described as follows (Arikunto, 2.
Figure 1.
Classroom Action Research Design (Source: Arikunto, 2.
The explanation of the process above is:
Planning Before starting the research, researchers need to design the problem formulation, set objectives, and prepare an action plan to be implemented.
This step includes the preparation of research instruments such as observation sheets, questionnaires, and interview guides.
In addition, researchers must also prepare learning tools, including teaching modules, student worksheets (LKPD), and assessment instruments.
Implementation Actions Observations This stage involves the implementation of actions in the form of implementing a project-based learning model (PJBL) to help build students' conceptual understanding.
Along with the implementation, observation activities are carried out to directly observe the process and results of PJBL implementation in the classroom.
1137 | Optimizing the Potential of Creativity and Student Learning Outcomes Using the Pjbl Learning Model in PKK Subjects at SMK Negeri 6 Surabaya (Adisty Witama Putr.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 Reflection The reflection stage is carried out by reviewing and evaluating data obtained from the results of observations of the implementation of the action.
This process aims to examine the extent to which the actions implemented have an impact on learning and achieving goals.
Reflection is an important part of research because it functions as a basis for determining the sustainability of the action, whether it is necessary to carry out a further cycle or simply stop if the success indicators have been achieved.
The population of the study included all students of grade XI Beauty School of SMKN 6 Surabaya consisting of 3 classes with a total of 105 students, with a sample taken by purposive sampling of 31 students of grade XI KC 2.
Data collection instruments included test questions and questionnaires.
The data collected included information on cognitive, psychomotor and creativity learning outcomes of students in PKK learning.
Data were collected through test questions consisting of pretest and posttest, surveys including questionnaires distributed to students to obtain data on their creativity inlearningPKK.
The data to be obtained from this test question is presented in the form of a final score and then the N-gain and mean tests are carried out.
This is done in cycles 1 and 2.
Furthermore, it is done to obtain data on student creativity in PKK learning.
The instrument is compiled based on the theory that has been obtained and compiled using a Likert scale using an assessment of 1 to 5.
The scores obtained on the creativity instrument are then presented in the form of a percentage.
The following is a reference table to determine the percentage assessment criteria.
Table 1.
Assessment Criteria for Student Questionnaire Percentage Level of Achievement
Category 0% - 20% Very bad
21% - 40%
Not good
41% - 60%
Enough 61% - 80% Good
81% - 100%
Very good (Source: Riduwan, 2018, p.
RESEARCH RESULTS AND DISCUSSION
The learning outcomes of students in the cognitive domain were measured through the implementation of pre-tests and post-tests.
Learning completion was determined based on the Learning Objective Achievement Criteria (KKTP), namely with a minimum score of The success of improving learning outcomes was analyzed using the N-Gain calculation with an effective category if the N-Gain value exceeded 65.
In cycle I, the average pre-test score of students was 55.
After implementing the Problem Based Learning (PBL) learning model, the average post-test score increased to 78.
62, and all students achieved This shows that the PBL model contributes positively to improving students' conceptual understanding.
In cycle II, there was an increase in the average pre-test score to 96, and the post-test score increased further to 92.
This increase further strengthens that the continuous implementation of the PBL model is effective in improving students' cognitive learning outcomes.
Further analysis of this increase was carried out through the N-Gain calculation.
1138 | Optimizing the Potential of Creativity and Student Learning Outcomes Using the Pjbl Learning Model in PKK Subjects at SMK Negeri 6 Surabaya (Adisty Witama Putr.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 Figure 2.
Results of the N-gain Test of Cognitive Learning Outcomes Based on Figure 2, the results of the N-Gain analysis in cycle I of 0.
55 are categorized as moderate effectiveness with a percentage of 55%.
While in cycle II.
N-Gain increased 71 with an effectiveness level of 71%, with a high category.
The learning outcomes of the psychomotor domain of students were measured using a practical instrument by carrying out practical activities of decorating gifts in the PKK Students were declared complete if the learning outcomes or scores obtained were more than or equal to the KKTP, namely 75.
The success criteria in this study had achievements in each psychomotor aspect with an average score of >80 which is presented in Figure 3.
Figure 3.
Average Psychomotor Learning Outcomes The results of students' psychomotor learning were measured through delivery practice.
The average in the cycle was 75.
The results of the practice showed that the completion criteria had not been achieved, therefore improvements were made which then resulted in results in cycle II of 86.
Based on these results, it can be seen that there was an increase in psychomotor learning outcomes.
Furthermore, to obtain data related to student creativity, 1139 | Optimizing the Potential of Creativity and Student Learning Outcomes Using the Pjbl Learning Model in PKK Subjects at SMK Negeri 6 Surabaya (Adisty Witama Putr.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 a questionnaire was distributed that had been prepared and would be filled in by 31 The results of the data are presented in the following diagram.
Figure 4.
Percentage of Student Creativity Results Based on the diagram above, it can be seen that there is an increase in each statement.
The percentage has increased from cycle I by 68% and cycle II by 86%.
Therefore, the optimization of the PJBL model on PKK competency is said to have succeeded in achieving the completion criteria with a very good category.
Discussion The results of the analysis show that the optimal implementation of the PjBL learning model provides a significant contribution to improving student learning outcomes, both in cognitive and psychomotor aspects.
The PjBL model is a learning approach that is oriented towards product creation, either in the form of goods or services, such as designs, schemes, written works, art, technology, and other forms of work as a result of the learning process.
This approach places students as the main actors in learning activities, encouraging them to be more active, have initiative, and be involved in the process of exploring and applying In addition.
PjBL also provides space for students to convey the results of their work through presentations or evaluative discussions (Santoso, 2.
In line with that.
Mekarisce and Sari .
stated that the PjBL model gives students the freedom to work independently, think creatively, and build understanding through direct experience, because this learning is innovative and student-centered .
tudent-centered learnin.
The PjBL learning model has been the focus of many studies, one of which is by Rati et al.
who stated that this approach emphasizes the ability of students to learn independently through collaboration in solving problems faced.
In this process, students are directed to produce a real project that can be appreciated both physically and nonphysically.
In line with this view.
Yani and Taufik .
emphasized that PjBL is an integrated learning model, where students are directly involved in learning projects that encourage them to be responsible for their own learning process until they achieve the final result in the form of a product, such as written work, drawings, designs, or other forms of The application of this model not only improves learning outcomes but also has a positive impact on increasing student creativity.
The increase in students' learning creativity occurred as a result of the implementation of learning designed using the PjBL approach.
This finding is in line with the results of 1140 | Optimizing the Potential of Creativity and Student Learning Outcomes Using the Pjbl Learning Model in PKK Subjects at SMK Negeri 6 Surabaya (Adisty Witama Putr.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 research conducted by Setiawan .
, which showed an increase in the number of students with a high creativity category after participating in project-based learning.
cycle I, there was an increase of four students, and in cycle II there were six more students who fell into the high learning creativity category.
Actiontaken to increase creativity is by integrating the PjBL approach in the learning process.
In line with that.
Nugraha .
stated that creativity is not only influenced by intelligence, talent, and learning outcomes, but affective and psychomotor factors also support the creation of creative expressions as a whole.
CONCLUSION
Based on the research results, it can be concluded that the implementation of the PjBL model has proven effective in improving student learning outcomes, both in the cognitive and psychomotor domains.
Cognitive learning outcomes showed a significant increase from cycle I to cycle II.
The average post-test score increased from 78.
62 in cycle I to 92.
06 in cycle II.
This is supported by the N-Gain analysis which shows an increase in learning effectiveness from the moderate category .
to high .
In the psychomotor domain, the results of the delivery practice showed an increase from an average value of 75 in cycle I to 86 in cycle II, which means it has exceeded the completion criteria.
In addition, the level of student creativity also increased from 68% to Thus, the application of the PBL model in learning the expertise competency of Beauty Salon has proven successful in improving students' understanding of concepts, practical skills, and creativity as a whole.
BIBLIOGRAPHY