The implementation of the Problem-Based Learning (PBL) model has
proven highly effective in training students' market analysis and authentic
problem-solving skills, despite ongoing challenges in classroom discipline.
MANADO – In the face of a rapidly
evolving digital industry, vocational education is pressured to produce
graduates who are adaptive and capable of critical thinking. A recent study published in May 2026 by
a research team from Manado State University (UNIMA) reveals that the
application of Problem-Based Learning (PBL) strategies at SMK Negeri 1
Manado has significantly boosted student active engagement and critical
thinking skills in marketing vocational subjects. This finding brings fresh momentum to the digitalization of
vocational curricula, which frequently remain constrained by conventional
theoretical memorization.
Overhauling
Theoretical Classes into Business Simulations
Modern marketing education no longer revolves around mere definitions;
it demands practical expertise such as analyzing consumer trends, digital
promotion strategies, and agile decision-making. Unfortunately, realities on the ground
indicate that teaching and learning activities are still dominated by
teacher-centered approaches, which severely limit student interaction.
The introduction of the PBL model at SMK Negeri 1 Manado reverses
this trajectory by utilizing real-world problems from the business and
industrial sectors—such as case studies on product promotion failures or shifts
in public shopping behavior—as the primary engine of learning.
Methodology
for Deep Case Exploration
To
map out the effectiveness of this strategy, Setiawaty Th. Ambat and the research team employed a qualitative method
with an in-depth case study design. Classroom
interaction patterns were directly observed, complemented by intensive
interviews with marketing teachers and students. The researchers also dissected supporting documents,
including Kurikulum Merdeka-based lesson plans and student learning
evaluations, to acquire comprehensive data. All
data were subsequently processed through stages of reduction, data display, and
conclusion drawing.
Main
Findings: Three Contextual Phases and Classroom Challenges
The study discovered that marketing teachers at SMK Negeri 1
Manado successfully implemented PBL through three tactical components:
·
Preliminary Phase (Apperception): Teachers spark student learning readiness by connecting the
material to daily experiences, such as buying and selling transactions on
social media, followed by challenging driving questions.
·
Execution Phase (Actual Collaboration): Students are divided into small, heterogeneous groups to discuss
solutions to given marketing problems. They gather data from the internet and textbooks, present
their analysis results, and engage in question-and-answer sessions across
groups, while the teacher acts strictly as a facilitator.
·
Authentic Evaluation Phase:
Assessment no longer relies solely on written final examinations. Teachers apply authentic assessments
(performance, projects, and portfolios) that simultaneously measure three
aspects: knowledge (cognitive), problem-solving skills (psychomotor), and
collaborative attitudes (affective).
Despite the positive impacts, the research identified several
classroom hurdles, such as fluctuating student concentration and discipline
levels, passive students within groups, and limited instructional time compared
to standard lecture methods. To overcome these, teachers deployed adaptive strategies
including positive reinforcement, persuasive communication, assigning specific
roles within groups, and enforcing stricter yet educational classroom rules.
Implications
and Recommendations for Vocational Education
Broadly, this research proves that knowledge becomes far more
meaningful when students construct their own understanding through social
interaction and direct experience. The PBL model is considered highly relevant for narrowing the
gap between school theory and the actual needs of the workforce (link and
match).
Jerry R.H. Wuisang, one of the investigators, emphasized the vital
importance of consistent instructional innovation. The research team recommends that
vocational educators continuously upgrade their classroom management and
problem-scenario design competencies through various training sessions or
workshops. Furthermore, school administrations
are expected to provide adequate technological facility support, given that
modern marketing research cannot be separated from access to digital
information.
Research
Team Profiles
Setiawaty Th. Ambat - Universitas
Negeri Manado
Shelty D.M. Sumual - Universitas
Negeri Manado
Jenny Nancy Kaligis - Universitas
Negeri Manado
Jerry R.H. Wuisang - Universitas
Negeri Manado
Dominikus Rojoki Manullang - Universitas
Negeri Manado
Research
Source
Journal
Article Title: An Analysis of Teachers'
Strategies for Developing Problem-Based Learning in Marketing Vocational
Education at SMK Negeri 1 Manado
Journal
Name: Journal of Educational
Analytics (JEDA)
Volume & Pages: Vol. 5, No. 2 (2026), Pages 353-368
Publication
Year: 2026
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