Learning in vocational schools is not enough just teacher-centered because the material presented does not only cover cognitive aspects, but also the affective and psychomotor aspects. In fact, there are still many teachers who use conventional modes, including learning technical drawings, so that student learning outcomes are low. The purpose of this research was to determine the learning outcomes of the PjBL model using real object media better than conventional methods in technical drawing subjects. A quasi-experiment was used in research with a nonequivalent control group design. The study population was 42 students of class X TP. The sampling technique uses cluster sampling. Class X TP1 as a control class with 23 students and Class X TP2 as an experimental class with 19 students. Data collection techniques using test techniques. The research instrument was a test sheet. The data analysis used t-test analysis with prerequisite tests, namely the normality test and homogeneity test. Based on testing the hypothesis test, it was concluded that the PjBL model with real objects gives better learning outcomes compared to conventional methods of learning outcomes of technical drawings.
Pemanfaatan media pembelajaran matematika berbasis komputer menjadi dasar dari penelitian ini. Tujuan pengembangan ini adalah (1) Mengetahui proses pembuatan media pembelajaran interaktif dengan Lectora Inspire (2) Mengetahui kelayakan media pembelajaran interaktif yang dikembangkan.(3) Meningkatkan hasil belajar siswa setelah menggunakan MILEA. Tujuan perancangan MILEA adalah membantu guru dalam kegiatan pembelajaran dan memberikan suasana baru dalam kegiatan pembelajaran sehingga dapat meningkatkan hasil belajar siswa. Model pengembangan yang digunakan yaitu model pengembangan ADDIE. Hasil dari penelitian ini menunjukan bahwa: (1) Telah dihasilkan sebuah media pembelajaran interaktif matematika dimana proses pengembangan media ini mengacu pada model Pengembangan ADDIE, (2) Pengembangan media pembelajaran ini telah divalidasi dan dinyatakan layak digunakan, (3) Prosentase peningkatan hasil belajar siswa setelah menggunakan MILEA sebesar 68%. Hal ini berarti bahwa media pembelajaran matematika dapat diterima, valid dan layak digunakan pada kegiatan pembelajaran.
Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1) hubungan antara minat belajar kejuruan dan prestasi belajar kewirausahaan dengan minat berwirausaha; (2) hubungan antara minat belajar kejuruan dengan minat berwirausaha; dan (3) hubungan antara prestasi belajar kewirausahaan dan minat berwirausaha. Metode penelitian ini adalah ex-post facto, dengan populasi seluruh siswa kelas XI Teknik Kendaraan Ringan. Sampel diambil secara acak berjumlah 52 siswa. Instrumen yang digunakan adalah kuesioner untuk minat belajar kejuruan dan minat berwirausaha, serta dokumentasi untuk prestasi belajar kewirausahaan. Teknik analisis data menggunakan analisis regresi ganda. Hasil penelitian menunjukkan: (1) terdapat hubungan yang signifikan antara minat belajar kejuruan dan prestasi belajar kewirausahaan dengan minat berwirausaha; (2) terdapat hubungan yang signifikan antara minat belajar kejuruan dengan minat berwirausaha; dan (3) terdapat hubungan yang signifikan antara prestasi belajar kewirausahaan dan minat berwirausaha. Abstract: This study aim to find out : (1) the relationship between vocational learning interest and entrepreneurial learning achievement with entrepreneurial interest; (2) the relationship between vocational learning interest and entrepreneurial interest; and (3) the relationship between entrepreneurial learning achievement and entrepreneurial interest. This research method is ex-post facto with a population of all students of class XI Teknik Kendaraan Ringan. Samples were taken randomly totaling 52 students. The instrument used was a questionnaire for vocational learning interest and entrepreneurial interest and documentation for entrepreneurial learning achievement. Data analysis techniques using multiple regression analysis. The results showed: (1) there was a significant relationship between interest in vocational learning and entrepreneurial learning achievement with interest in entrepreneurship; (2) there was a significant relationship between interest in vocational learning with interest in entrepreneurship; and (3) there was a significant relationship between entrepreneurial learning achievement and entrepreneurial interest.
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