Puruhita Mega Pawitra, Cucuk Wawan Budiyanto, Joko Slamet Raharjo

Implementasi Model Problem-Based Learning dengan Pendekatan Berdiferensiasi Berbasis Kemampuan Awal Siswa dan Teori Zone of Proximal Development (ZPD) untuk Meningkatkan Keaktifan Belajar di Kelas X TJKT SMK Negeri 1 Sukoharjo

Introduction

Implementasi model problem-based learning dengan pendekatan berdiferensiasi berbasis kemampuan awal siswa dan teori zone of proximal development (zpd) untuk meningkatkan keaktifan belajar di kelas x tjkt smk negeri 1 sukoharjo. Pelajari efektivitas PBL berdiferensiasi dengan ZPD untuk tingkatkan keaktifan belajar siswa SMK kelas X. Hasil riset kuantitatif menunjukkan partisipasi aktif meningkat signifikan.

Abstract

This study aims to examine the effectiveness of implementing Problem-Based Learning (PBL) combined with differentiated instruction and the Zone of Proximal Development (ZPD) in enhancing student engagement in Grade 10 Technical Vocational High School students at SMK N 1 Sukoharjo. This quantitative research employed observation and questionnaire as research instruments. The results showed a significant increase in student engagement after the implementation of the learning model. The increase occurred in various aspects, such as active participation in discussions, independent task completion, and positive attitudes during the learning process. The combination of PBL, differentiated instruction, and ZPD proved effective in creating a more interactive and motivating learning environment for students. This study suggests the need for further research to expand the implementation of this learning model in various educational contexts.

Review

This study presents a timely investigation into enhancing student engagement, a critical aspect of effective learning, particularly within vocational education settings. The authors propose and test an innovative integrated model combining Problem-Based Learning (PBL) with differentiated instruction, tailored to students' initial abilities, and guided by Vygotsky's Zone of Proximal Development (ZPD) theory. Focusing on Grade X TJKT students at SMK Negeri 1 Sukoharjo, the research successfully demonstrates a significant increase in student engagement following the implementation of this multifaceted approach. This integration represents a valuable contribution to pedagogical practice, offering a practical framework for educators aiming to foster more dynamic and effective learning environments. Methodologically, the study employed a quantitative approach utilizing observation and questionnaires to measure student engagement. The findings unequivocally support the effectiveness of the proposed model, detailing improvements across crucial dimensions such as active participation in discussions, increased independence in task completion, and the cultivation of positive attitudes towards learning. The abstract effectively highlights how the synergy between PBL's problem-solving nature, differentiated instruction's personalized support, and ZPD's scaffolding mechanism collectively contributes to a more interactive and motivating educational experience. This clarity in outlining the specific areas of improvement strengthens the credibility of the reported positive outcomes. While the study provides compelling evidence for the efficacy of this combined learning model, its findings are currently situated within a specific vocational high school context (SMK N 1 Sukoharjo, Grade X TJKT). The abstract rightly acknowledges this by recommending further research to broaden the scope of implementation across diverse educational settings and student populations. Future studies could also benefit from exploring the long-term impacts on academic achievement or incorporating qualitative data to provide deeper insights into students' perceptions and experiences. Nevertheless, this research offers a robust foundation and a promising pedagogical intervention for educators seeking to elevate student engagement and create more responsive learning environments.

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