Analisis Pengaruh Kompetensi Guru terhadap Peningkatan Hard Skills Siswa dalam Penerapan Project-Based Learning pada Mata Pelajaran Kejuruan di SMK

Maya Yusti Fardian; Dedy Achmad Kurniady; Suryadi Suryadi; Nugraha Suharto

Analisis Pengaruh Kompetensi Guru terhadap Peningkatan Hard Skills Siswa dalam Penerapan Project-Based Learning pada Mata Pelajaran Kejuruan di SMK

Maya Yusti Fardian, Dedy Achmad Kurniady, Suryadi Suryadi, Nugraha Suharto

Abstract

Abstract: Vocational education plays a strategic role in preparing graduates with technical skills or hard skills that are relevant to the demands of the labor market and industrial transformation. In vocational high schools, Project-Based Learning (PjBL) is widely regarded as an effective learning approach because it enables students to develop practical competencies through direct involvement in designing, implementing, and evaluating real-world projects. However, the effectiveness of PjBL does not only depend on the learning model itself, but also on teachers’ competence in planning project activities, facilitating collaboration, integrating technology, and assessing students’ performance-based outcomes. This study aims to analyze the development of research on the relationship between teacher competence and the improvement of students’ hard skills in the implementation of PjBL in vocational subjects at vocational high schools. This study employed a bibliometric literature review approach using publication data from the Scopus database during the 2021–2026 period. A total of 30 relevant publications were analyzed using VOSviewer to map publication trends, keyword co-occurrence networks, author distribution, institutional affiliations, and country contributions. The findings show that vocational education appears as the central keyword connected to project-based learning, teacher competence, digital competence, vocational curriculum, and technology integration. The results also indicate that research in this field is still distributed across various authors and institutions, suggesting that the topic remains open for further development and collaboration. In terms of country distribution, Indonesia contributes the highest number of publications in the analyzed dataset, followed by Spain, Russia, and Thailand. This study concludes that teacher competence is a key factor in the successful implementation of PjBL for improving students’ technical skills in vocational education. Therefore, strengthening teachers’ pedagogical, professional, and digital competencies is essential to support effective project-based vocational learning.
Keywords: teacher competence, project based learning, vocational education, hard skills, bibliometric analysis.

Abstrak: Pendidikan kejuruan memiliki peran strategis dalam mempersiapkan lulusan yang memiliki keterampilan teknis atau hard skills yang relevan dengan kebutuhan pasar kerja dan transformasi industri. Pada jenjang Sekolah Menengah Kejuruan (SMK), Project-Based Learning (PjBL) dipandang sebagai salah satu pendekatan pembelajaran yang efektif karena memungkinkan siswa mengembangkan kompetensi praktis melalui keterlibatan langsung dalam merancang, melaksanakan, dan mengevaluasi proyek nyata. Namun, efektivitas PjBL tidak hanya ditentukan oleh model pembelajaran itu sendiri, tetapi juga oleh kompetensi guru dalam merancang aktivitas proyek, memfasilitasi kolaborasi, mengintegrasikan teknologi, serta menilai hasil belajar berbasis kinerja. Penelitian ini bertujuan untuk menganalisis perkembangan penelitian mengenai hubungan antara kompetensi guru dan peningkatan hard skills siswa dalam penerapan PjBL pada mata pelajaran kejuruan di SMK. Penelitian ini menggunakan pendekatan bibliometric literature review dengan data publikasi dari database Scopus pada periode 2021–2026. Sebanyak 30
publikasi yang relevan dianalisis menggunakan VOSviewer untuk memetakan tren publikasi, jaringan ko-kemunculan kata kunci, distribusi penulis, afiliasi institusi, dan kontribusi negara. Hasil penelitian menunjukkan bahwa kata kunci vocational education menjadi pusat jaringan yang terhubung dengan project-based learning, teacher competence, digital competence, vocational curriculum, dan technology integration. Temuan juga menunjukkan bahwa penelitian pada bidang ini masih tersebar pada berbagai penulis dan institusi, sehingga topik ini masih terbuka untuk dikembangkan melalui kolaborasi penelitian yang lebih luas. Berdasarkan distribusi negara, Indonesia menjadi negara dengan kontribusi publikasi terbanyak dalam dataset yang dianalisis, diikuti oleh Spanyol, Rusia, dan Thailand. Penelitian ini menyimpulkan bahwa kompetensi guru merupakan faktor kunci dalam keberhasilan implementasi PjBL untuk meningkatkan keterampilan teknis siswa pada pendidikan kejuruan. Oleh karena itu, penguatan kompetensi pedagogik, profesional, dan digital guru sangat penting untuk mendukung pembelajaran kejuruan berbasis proyek secara efektif.
Kata kunci: kompetensi guru, project based learning, pendidikan kejuruan, hard skills, bibliometrik

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