Integrated Project-Problem Learning (IPPL) to Promote the Programming Skills of Vocational Students
Keywords:
Integrated Project-Problem Learning, Project-Based Learning, Problem-Based Learning, Programming Skills, Vocational EducationAbstract
The objectives of this research were as follows: (1) synthesize an Integrated Project-Problem Learning (IPPL) to enhance the programming skills of vocational students; (2) develop the proposed learning process; and (3) evaluate its appropriateness. The instructional design was based on an integration of Project-Based Learning (PjBL) and Problem-Based Learning (PBL), structured into three main components: input factors, learning process, and outcomes. The development process led to the formation of the IPPL for Vocational Programming Skills model, comprising five instructional steps: problem analysis, solution design, project implementation, testing and refinement, and presentation with reflection. These steps promote analytical thinking and the development of systematic programming skills.
The evaluation of the IPPL process by subject-matter experts indicated that the overall appropriateness was rated at the highest level in terms of the conceptual framework, the process design, the learning activities, and the feasibility for classroom implementation, particularly in programming-related courses. Therefore, it can be concluded that the IPPL for Vocational Programming Skills model is a pedagogical approach that can be effectively applied in vocational education to enhance learners’ programming competencies in a structured and meaningful way.
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