An Analysis of the Implementation of the Project-Based Learning (PjBL) Model in Basic Marketing Instruction for Grade X Marketing Students at SMK Pelita Jatibarang

Abstract

This study aims to analyze the implementation of the Project-Based Learning (PjBL) model in the Basic Marketing course in Grade X Marketing at SMK Pelita Jatibarang. The focus of this research includes the implementation process of PjBL, students’ responses to the learning process, the challenges encountered during implementation, and teachers’ efforts to overcome these challenges. This study uses a qualitative approach with a descriptive method. The research subjects consist of the Basic Marketing teacher and Grade X Marketing students. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis used the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing and verification. The results show that the implementation of Project-Based Learning was carried out through several stages, namely determining essential questions, project planning, creating schedules, implementing and monitoring, presenting results, and evaluation and reflection. Students’ responses to PjBL were generally positive, as shown by improved understanding of marketing concepts, increased learning motivation, higher self-confidence, and better skills in creating digital promotional media. However, several challenges were identified during the learning process, including time limitations, differences in student abilities, low participation from some students, technical constraints, and group collaboration dynamics. To address these challenges, teachers implemented various strategies such as task distribution based on students’ abilities, regular monitoring, motivation support, facilitated discussions, and the provision of alternative learning resources. The conclusion of this study indicates that the implementation of Project-Based Learning in Basic Marketing at SMK Pelita Jatibarang was conducted effectively and contributed to improving student engagement and the development of 21st-century skills.