Effectiveness of the Problem-Based Learning Model in the Finance Subject of Class XI, State Vocational High School 1 Antang Kalang, Academic Year 2025 – 2026

Abstract

This study aims to analyze the effectiveness of the application of the Problem-Based Learning model in the subject of Finance in class XI of SMK Negeri 1 Antang Kalang in the 2025/2026 Academic Year. This research is based on the fact that the learning process is still dominated by a conventional approach that places the teacher as the center of learning activities, so that student involvement is not optimal and learning outcomes still need to be improved. The study uses a descriptive qualitative approach to gain a deeper understanding of the learning process, student involvement, their responses during the learning process, and various obstacles faced in implementing the model. The research data were obtained through systematic classroom observations, in-depth interviews with the Finance teacher and three students who served as key informants with the initials RA, NK, and AL, and supported by documentation related to the learning implementation. All collected data were analyzed using the Miles and Huberman model through three main stages: data reduction, data presentation, and conclusion drawing. Research findings show that the application of the Problem-Based Learning model can improve students' critical thinking skills, foster collaboration among students, and encourage a shift in learning methods from mere memorization to a more meaningful and contextualized understanding of concepts. Based on these research results, it can be concluded that the application of the Problem-Based Learning model makes a positive contribution to improving the quality of finance learning in vocational schools by connecting theoretical concepts with financial management practices encountered in everyday life.