Project-Based Learning (PjBL) Practice in Technical and Vocational Education and Training (TVET) in Indonesia and Malaysia: A Comparative Study

Martini Martini; Sariani Sariani; Dony Marzuki; Difiani Apriyanti; Muthia Damaiyanti; Ts Ummu Hani Binti Yusof

doi:10.59573/emsj.8(1).2024.27

Authors

Martini Martini
Sariani Sariani
Dony Marzuki
Difiani Apriyanti
Muthia Damaiyanti
Ts Ummu Hani Binti Yusof

DOI:

https://doi.org/10.59573/emsj.8(1).2024.27

Keywords:

comparative analysis, globalized workforce, PjBL, TVET

Abstract

This qualitative-comparative study examined the use of Project-Based Learning (PjBL) in Technical and Vocational Education and Training (TVET) institutions in Indonesia and Malaysia. It observed the use of PjBL as a student-centered learning method to bridge the gap between academic knowledge and practical skills required for the changing needs of the job market. Empirical research in Indonesia demonstrates that PjBL improves students' collaboration, communication, and interpersonal abilities. The implementation of PjBL in Politeknik Negeri Padang (PNP) Indonesia follows a structured approach categorized into small, medium, and large-scale projects, integrating various subjects and fostering interdisciplinary collaboration among students. Similarly, in Malaysia, PjBL supports efforts to restructure TVET to satisfy industrial demands, particularly at institutions such as Kolej Komuniti Selayang (KKSY) and Politeknik Sultan Idris Shah (PSIS). The Malaysian model stresses regular review and weekly assessment of student projects, with the goal of improving students' critical thinking, problem-solving, and innovative skills. However, there are significant variances in the evaluation time and the duration of project application between Indonesia and Malaysia. Overall, the comparative analysis offers insight on the changing pedagogical approaches in TVET schools in Indonesia and Malaysia, highlighting the importance of PjBL in preparing students to face the recent globalized workforce.

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