Breaking the Disciplinary Silos: Empowering Vocational Students’ Historical and Environmental Agency through English Narratives.

Ahmad Ali Munazat; Reva Dwi Lestari; Elena Septya Dewi; Putri Nur Salsabilla; St. Shabibatul Rohmah

doi:10.61650/alj.v3i1.1267

Authors

Ahmad Ali Munazat Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]
Reva Dwi Lestari Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]
Elena Septya Dewi Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]
Putri Nur Salsabilla Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]
St. Shabibatul Rohmah Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]

DOI:

https://doi.org/10.61650/alj.v3i1.1267

Keywords:

project-based learning historical literacy environmental awareness English presentation vocational school

Abstract

Breaking through conventional disciplinary silos in vocational education requires innovative instructional designs that cultivate students' holistic competencies. This study investigates the implementation of a project-based learning (PjBL) instructional framework designed to empower vocational students' historical and environmental agency through English narratives at SMKS Sritanjung, Banyuwangi. Utilizing a pre-experimental one-group pretest-posttest design over an 8-week intervention, the research evaluated students across multidisciplinary competencies. Data were gathered through historical literacy and environmental awareness pretests and posttests, English presentation assessments, audio-visual recordings, and student response questionnaires, and were subsequently analyzed using paired sample t-tests and descriptive statistics. The pedagogical findings demonstrate that the integrated PjBL model significantly enhanced students' historical literacy (p<0.01, d=1.52), environmental awareness (p<0.01, d=1.38), and English presentation proficiency (p<0.01, d=1.45), coupled with overwhelmingly positive student engagement (86.3%). Ultimately, this study provides empirical evidence that bridging disciplinary domains through targeted instructional transformation effectively fosters vocational students' multidisciplinary agency, contributing a robust pedagogical model for vocational and workforce education.

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