The Effect of Project-Based Learning on Historical Literacy, Environmental Awareness, and English Presentation Skills of SMKS Sritanjung Students

Abstract

This study aims to determine changes in students' historical literacy, environmental awareness, and English presentation skills after participating in project-based learning at SMKS Sritanjung, Banyuwangi. Project-based learning enables students to research local history, observe the environment, and present their results in English. This research employs a pre-experimental method with a one-group pretest-posttest design. Research subjects consisted of students in one class at SMKS Sritanjung who participated in an 8-week project-based learning program. Data were collected through historical literacy pretest-posttest, environmental awareness pretest-posttest, English presentation assessment, presentation recordings, and student response questionnaires. Data were analyzed using paired sample t-tests to compare pretest and posttest scores, as well as descriptive analysis for qualitative data. The results showed that project-based learning significantly improved students' historical literacy (p<0.01, d=1.52), environmental awareness (p<0.01, d=1.38), and English presentation skills (p<0.01, d=1.45). Student responses to project-based learning were also very positive with an average of 86.3%. This research provides empirical evidence that project-based learning integrating local history, environmental issues, and English is effective for developing vocational high school students' multidisciplinary competencies.