Project-Based Learning through Seminar Organization: Developing Transferable Skills among Office Administration Students
DOI:
https://doi.org/10.59890/ijeps.v4i5.33Keywords:
Project-Based Learning, Seminar Organization, Vocational Higher Education, Transferable Skills, Office AdministrationAbstract
Vocational higher education requires learning experiences that connect classroom activities with authentic tasks and transferable skills. This study examines how Project-Based Learning through seminar organization supports transferable skills among Office Administration students. A descriptive qualitative approach was used with 35 students enrolled in a MICE Management course at Pajajaran Insan Cinta Bangsa Bandung Polytechnic. Data were obtained from observations, project documents, seminar documentation, and student reflections during the Z Talk Business Seminar involving approximately 75 participants. The findings show that authentic seminar participation created opportunities to practice communication, collaboration, problem-solving, time management, responsibility, adaptability, and professionalism. The study highlights seminar organization as an authentic PjBL context for integrating theoretical knowledge, practical action, and reflective learning.
References
Crespí, P., García-Ramos, J. M., & Queiruga-Dios, M. (2022). Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education. Journal of New Approaches in Educational Research, 11(2), 259–276. https://doi.org/10.7821/naer.2022.7.993
Green, S. L., & du Plessis, E. C. (2023). Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College. International Journal of Learning, Teaching and Educational Research, 22(7), 136–155. https://doi.org/10.26803/ijlter.22.7.8
Johnsen, M. M. W., Sjølie, E., & Johansen, V. (2024). Learning to Collaborate in a Project-based Graduate Course: A Multilevel Study of Student Outcomes. Research in Higher Education, 65(3), 439–462. https://doi.org/10.1007/s11162-023-09754-7
Noviansyah, W., & Sudira, P. (2020). The praxis of project-based learning at PIKA Vocational Secondary School Semarang. Jurnal Pendidikan Vokasi, 10(1), 103–113. https://doi.org/10.21831/jpv.v10i1.29032
Rachmawati, I. N. (n.d.). PENGUMPULAN DATA DALAM PENELITIAN KUALITATIF: WAWANCARA.
Riadi, S., & Zelmiyanti, R. (2023). Soft Skills Mahasiswa Vokasi Akuntansi Dalam Penerapan Project-Based Learning. Jurnal Akuntansi Keuangan Dan Bisnis, 16(1), 40–49. https://doi.org/10.35143/jakb.v16i1.5779
Riduwan. (2015). Belajar Mudah Penelitian. CV ALFABETA.
Saimon, M., Lavicza, Z., & Dana-Picard, T. (Noah). (2023). Enhancing the 4Cs among college students of a communication skills course in Tanzania through a project-based learning model. Education and Information Technologies, 28(6), 6269–6285. https://doi.org/10.1007/s10639-022-11406-9
Sudarsono, B., Fatwa Tentama, Fanani Arief Ghozali, & Suhono. (2022). Development of Android-Based Student Performance Tool (Tunersindro) to Improve Work Readiness of Vocational High School Students. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(2), 271–285. https://doi.org/10.25217/ji.v7i2.2767
Zulaekah, Z., Djafri, N., Santosa, T. A., Rahman, A., & Yustitia, V. (2023). The Effect of The Project Based Learning Model on Students’ Science Process Skills. : A Meta-Analysis. Edumaspul: Jurnal Pendidikan, 7(2), 2148–2158. https://doi.org/10.33487/edumaspul.v7i2.6550
