PENGEMBANGAN PROGRAM “PELATIHAN KEAHLIAN AKUNTANSI” DENGAN PENDEKATAN PROJECT BASED LEARNING UNTUK MEMFASILITASI DEEP LEARNING BAGI GURU KEJURUAN DI BBPPMPV BISNIS DAN PARIWISATA

INDAH MURTINI, . (2026) PENGEMBANGAN PROGRAM “PELATIHAN KEAHLIAN AKUNTANSI” DENGAN PENDEKATAN PROJECT BASED LEARNING UNTUK MEMFASILITASI DEEP LEARNING BAGI GURU KEJURUAN DI BBPPMPV BISNIS DAN PARIWISATA. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk (1) menghasilkan desain program pelatihan guru akuntansi dengan pendekatan Project-Based Learning (PjBL), (2) menguji kelayakan desain program tersebut, dan (3) menilai efektivitasnya dalam memfasilitasi deep learning bagi guru kejuruan. Penelitian dilatarbelakangi oleh pelatihan guru akuntansi SMK yang masih bersifat prosedural dan belum mendorong pemahaman mendalam serta transfer pengetahuan ke situasi nyata di sekolah. Penelitian ini merupakan penelitian pengembangan (Research and Development) yang mengacu pada model ADDIE (Analysis, Design, Development, Implementation, Evaluation), dengan produk berupa desain program pelatihan yang mengintegrasikan pendekatan PjBL dan kerangka SOLO Taxonomy sebagai dasar strategi asesmen. Uji coba lapangan dilaksanakan secara daring sinkronus terhadap 20 guru akuntansi SMK. Data dikumpulkan melalui lembar validasi ahli, penilaian praktisi/widyaiswara, angket kelompok kecil, instrumen pre-test–post-test, rubrik produk proyek berbasis SOLO Taxonomy, dan lembar refleksi peserta, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa desain program pelatihan dinyatakan sangat layak digunakan dengan skor rata-rata keseluruhan 4,45 (88,95%) dari penilaian ahli desain instruksional (4,48), ahli materi akuntansi (4,76), evaluasi one-to-one widyaiswara (4,24), dan evaluasi kelompok kecil (4,32). Dari sisi efektivitas, hasil field trial menunjukkan peningkatan rata-rata skor pre-test dari 78,70 menjadi 95,60 pada post-test dengan N-Gain rata-rata 0,62 (kategori cukup efektif). Pencapaian deep learning yang diukur melalui produk proyek berbasis rubrik SOLO Taxonomy menunjukkan hasil yang lebih menonjol, yaitu 85% peserta mencapai level Relational atau lebih tinggi pada proyek laporan keuangan, dan 100% peserta mencapai minimal level Relational pada penugasan RPP berbasis PjBL sebagai Rencana Tindak Lanjut. Rerata skor refleksi peserta sebesar 4,42 dari 5,00 (88,4%) turut memperkuat bahwa program dinilai bermakna dan mendorong komitmen penerapan PjBL di kelas. Dengan demikian, dapat disimpulkan bahwa desain program pelatihan akuntansi berbasis PjBL terintegrasi SOLO Taxonomy ini layak dan efektif digunakan untuk memfasilitasi pencapaian deep learning bagi guru kejuruan. Kata Kunci: pengembangan program pelatihan, Project Based Learning, deep learning, SOLO Taxonomy, guru akuntansi kejuruan, model ADDIE ***** This study aims to (1) produce a training program design for vocational accounting teachers using a Project-Based Learning (PjBL) approach, (2) test the feasibility of the design, and (3) assess its effectiveness in facilitating deep learning among vocational teachers. The study is grounded in the problem that existing accounting teacher training remains procedural and fails to promote deep conceptual understanding or knowledge transfer to real classroom practice. This is a research and development (R&D) study using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), producing a training design that integrates the PjBL approach with the SOLO Taxonomy as the basis for its assessment strategy. A field trial was conducted synchronously online with 20 vocational accounting teachers. Data were collected through expert validation sheets, practitioner assessments, small-group questionnaires, pre-test–post-test instruments, SOLO Taxonomy-based project rubrics, and participant reflection sheets, then analyzed descriptively using quantitative and qualitative methods. Results show the training design was rated highly feasible, with an overall average score of 4.45 (88.95%) from instructional design experts (4.48), accounting content experts (4.76), one-to-one practitioner evaluation (4.24), and small-group evaluation (4.32). In terms of effectiveness, the field trial showed an average increase from 78.70 (pre-test) to 95.60 (post-test), with an average N-Gain of 0.62 (fairly effective category). Deep learning attainment, measured through SOLO Taxonomy-based project rubrics, showed even stronger results: 85% of participants reached at least the Relational level on the financial-report project, and 100% reached at least the Relational level on the PjBL-based lesson-plan follow-up assignment. The average participant reflection score of 4.42 out of 5.00 (88.4%) further confirmed that the program was perceived as meaningful and fostered commitment to applying PjBL in the classroom. It is concluded that the PjBL-based accounting training design integrated with the SOLO Taxonomy is both feasible and effective in facilitating deep learning among vocational teachers. Keywords: training program development, Project Based Learning, deep learning, SOLO Taxonomy, vocational accounting teachers, ADDIE model

Item Type:	Thesis (Magister)
Additional Information:	1) Prof. Eveline Siregar, M.Pd ; 2) Prof. Robinson Situmorang, M.Pd
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Pendidikan > Penelitian Tindakan Kelas > Kurikulum Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	PASCASARJANA > S2 Teknologi Pendidikan
Depositing User:	Indah Murtini .
Date Deposited:	12 Aug 2026 07:52
Last Modified:	12 Aug 2026 07:52
URI:	http://repository.unj.ac.id/id/eprint/70404

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