INTEGRATING QR CODE-BASED VIDEO SCAFFOLDING IN PROBLEM-BASED LEARNING TO ENHANCE VOCATIONAL STUDENTS' COMPETENCE AND AUTONOMY

Abstract

This study was conducted to optimize the implementation of the Problem-Based Learning (PBL) approach by integrating QR Code–based video tutorials as a form of personalized scaffolding. The primary objective was to enhance students’ active participation and improve academic achievement in the subject of Periodic Maintenance of Light Vehicles. The research employed a Classroom Action Research design and was carried out at SMK Negeri 11 Malang, involving 31 students from class XI TKR 1. The study was structured into two action cycles, each consisting of the stages of planning, action implementation, observation, and reflection. The instructional innovation was realized through the use of Student Worksheets (LKPD) embedded with QR Codes, enabling learners to independently access demonstration videos to support self-correction during practical activities. Data were collected using student activity observation sheets and learning achievement tests, which were subsequently analyzed through descriptive comparative techniques and the Normalized Gain (N-Gain) test. The findings revealed a substantial increase in students’ active participation, rising from 30% in the pre-cycle stage to 50% in Cycle I, and further reaching 80% in Cycle II. In parallel, students’ learning outcomes showed consistent improvement, with average scores increasing from 62.58 in the pre-cycle phase to 68.79 in Cycle I, and further to 77.17 in Cycle II. The effectiveness of the instructional intervention was further supported by an N-Gain score of 0.39, which falls within the moderate improvement category. It can therefore be concluded that the integration of PBL with easily accessible video tutorials effectively promotes a student-centered learning environment and significantly enhances students’ technical skills and procedural understanding.