Peningkatan Keaktifan dan Hasil Belajar Dasar-Dasar Otomotif melalui Case Based Learning di Sekolah Menengah Kejuruan
DOI:
https://doi.org/10.24036/jtpvi.v4i1.394Keywords:
Case Based Learning, keaktifan belajar, hasil belajar, K3LH, Dasar-Dasar Otomotif, pendidikan vokasiAbstract
Pembelajaran Dasar-Dasar Otomotif pada elemen K3LH di SMK masih menunjukkan keaktifan dan hasil belajar yang rendah, sehingga diperlukan model pembelajaran yang lebih partisipatif dan kontekstual. Penelitian ini bertujuan mendeskripsikan peningkatan keaktifan dan hasil belajar siswa melalui penerapan model Case Based Learning (CBL). Penelitian menggunakan desain Penelitian Tindakan Kelas dua siklus dengan tahapan perencanaan, pelaksanaan, observasi, dan refleksi pada 28 siswa kelas X TSM 2 SMKN 1 Koto XI Tarusan. Data keaktifan dikumpulkan melalui lembar observasi, sedangkan hasil belajar diukur dengan tes formatif dan dianalisis secara deskriptif kuantitatif. Hasil menunjukkan keaktifan klasikal meningkat dari 53,85% pada Siklus I menjadi 66,57% pada Siklus II, sedangkan ketuntasan belajar meningkat dari 25% pra-tindakan menjadi 78,57% pada Siklus II dan melampaui KKM. Temuan ini mengindikasikan bahwa CBL efektif meningkatkan keterlibatan siswa dan penguasaan konsep K3LH pada pembelajaran vokasi otomotif.
Student engagement and learning outcomes in the Basic Automotive Engineering subject, particularly the occupational health, safety, and environmental (K3LH) element, were still low at SMKN 1 Koto XI Tarusan. This study investigated whether the Case Based Learning (CBL) model could improve these outcomes. A two-cycle classroom action research design was implemented with 28 Grade X Light Vehicle Engineering students through the stages of planning, action, observation, and reflection. Student engagement was measured using observation sheets, while cognitive achievement was assessed through formative tests and analysed with descriptive statistics. The results show that class-wide engagement increased from 53.85% in Cycle I to 66.57% in Cycle II, whereas mastery learning rose from 25% at pre-test to 78.57% in Cycle II, exceeding the minimum standard. These findings demonstrate that CBL effectively enhances student participation and conceptual understanding of K3LH in vocational automotive education.
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