Development and perceived evaluation of cooperative project-based learning for higher-order thinking skills in vocational mechanical engineering

Aznil Mardin; Nizwardi Jalinus

doi:10.24036/jptk.v9i3.52123

Authors

Aznil Mardin Universitas Mohammad Natsir Bukittinggi, Indonesia
Nizwardi Jalinus Faculty of Engineering, Universitas Negeri Padang, Indonesia

DOI:

https://doi.org/10.24036/jptk.v9i3.52123

Keywords:

Cooperative project-based learning, higher-order thinking skills, vocational education, mechanical engineering education, authentic assessment

Abstract

This study developed and evaluated a Cooperative Project-Based Learning (CPjBL) model for the Energy Conversion Machine course in vocational mechanical engineering. The model was developed using the ADDIE framework and evaluated for validity, practicality, and effectiveness. Expert validation involved the CPjBL model, course guidance book, and instructional module, while practicality was examined from lecturer and student perspectives. Effectiveness was assessed using a nonequivalent posttest-only quasi-experimental design involving 40 students divided into experimental and control groups. Higher-order thinking skills (HOTS) were measured through project proposal, project product, overall project performance, and problem-solving ability. Aiken's V coefficients ranged from 0.842 to 0.917, indicating that the developed products met the validity criteria. Practicality scores were 86.67% from the lecturer and 86.00% from students, indicating good classroom feasibility. Significant post-intervention differences were found across all four HOTS outcomes (p < .001). However, the currently reported group means were higher in the conventional-instruction group than in the CPjBL group. These findings support the validity and practicality of CPjBL, while its comparative effectiveness remains inconclusive and requires further evaluation using baseline measures, larger samples, and stronger control of group equivalence. The model nevertheless offers a framework for authentic cooperative project learning in vocational education.

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