Student’s Perception on The Implementation of Project-Based Learning

Abstract

This study investigated the implementation of the Project-Based Learning (PjBL) model integrated with technology and speaking skills, as well as students’ perceptions of its implementation, among eleventh-grade students in the Hospitality Accommodation program at SMK Negeri 1 Seririt. Using a sequential exploratory mixed-methods design, qualitative data were collected through structured classroom observations based on the Gold Standard PjBL framework, while quantitative data were obtained using a closed-ended Likert-scale questionnaire based on a perception framework and administered to 135 students. The qualitative findings revealed that the English teacher systematically implemented PjBL by anchoring projects in authentic hospitality-related challenges and differentiating activities according to students’ English proficiency levels (low, moderate, and high). Students engaged in sustained inquiry using digital resources, managed their learning within a structured four-meeting framework, participated in peer critique and revision, and produced multimedia outputs such as PowerPoint presentations, digital infographics, and practical simulation videos presented in the classroom. Furthermore, the quantitative analysis showed that students had a “Very Positive” perception of PjBL implementation, with an overall mean score of 131.29. All core perceptual dimensions—Interpretation (4.40), Organization (4.39), and Selective Attention (4.33)—consistently fell within the very positive category. These findings indicate that PjBL effectively bridges theoretical instruction and practical professional communication skills while fostering cognitive engagement, metacognitive independence, and oral proficiency relevant to the hospitality industry.