TEACHERS’ COLLABORATIVE STRATEGIES AND STUDENTS’ PERCEPTIONS IN PROJECT-BASED LEARNING ASSESSMENT: A MIXED-METHODS STUDY OF THE TENTH-GRADE MECHATRONICS STUDENTS AT SMK NEGERI 3 SALATIGA IN THE ACADEMIC YEAR 2023/2024

, Dwi Hastuti (2025) TEACHERS’ COLLABORATIVE STRATEGIES AND STUDENTS’ PERCEPTIONS IN PROJECT-BASED LEARNING ASSESSMENT: A MIXED-METHODS STUDY OF THE TENTH-GRADE MECHATRONICS STUDENTS AT SMK NEGERI 3 SALATIGA IN THE ACADEMIC YEAR 2023/2024. Other thesis, IAIN SALATIGA.

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Abstract

This study investigated teachers' collaborative strategies and students' perceptions in assessing the Smart Light Project within the Project-Based Learning (PjBL) model at SMK Negeri 3 Salatiga. An exploratory sequential mixed methods design (Creswell & Plano Clark, 2018) was used. The qualitative phase involved interviews with three Engineering teachers, one English teacher, and one technician to explore collaborative assessment practices. Qualitative data were analyzed using Braun and Clarke's (2021) six-stage thematic analysis, supported by the Extended Contextual Analysis Model (ECAM) based on Activity Theory to examine institutional rules, collaborative roles, and division of labor in the vocational PjBL context. The findings revealed three core collaborative processes: joint rubric development, collaborative evaluation during project implementation, and reflective review after assessment. These insights informed the development of a 15-item Likert-scale survey administered to 71 tenth-grade Mechatronics students. Descriptive statistical analysis revealed consistently positive perceptions of teacher collaboration (M = 4.05–4.30; SD = 0.61–0.66), with the highest ratings for technical support, followed by technical and English teacher guidance. Integrated findings confirm that structured teacher collaboration enhances assessment fairness, transparency, and student engagement in vocational PjBL. This study provides evidence that collaborative, rubric-guided, and role-based assessment based on ECAM principles strengthens authentic and competency-based practices in vocational education. Keywords: Teacher Collaboration; ECAM; Project-Based Learning; Authentic Assessment; Student Perceptions; Vocational Education; Mixed Methods.

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