The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement

Abstract

Vocational education is a learning process to enhance and explore potential so that graduates are prepared to work with competencies specific to their fields. Learning strategies that align with the desired results are required to achieve these abilities. It is vital to modify learning so that students are at the center of its activities because now, lecturers still have a dominant position in vocational education. In student-centered learning (SCL), a type of instruction, students are viewed as independent, active learners. Following these ideas, students are expected to learn complementing technical capabilities and soft skills. Instead of being the primary knowledge source, lecturers will serve as facilitators and learning partners. Problem-based learning (PBL) and inquiry-based learning (IBL) are two teaching strategies that use SCL. While the PBL approach teaches students how to adapt and solve issues in learning, the IBL approach aims to help students build the capacity for systematic and logical thought. A quantitative methodology and a 2x3 factorial quasi-experimental research design were used in this study. The findings revealed that (1) there was a substantial difference in learning outcomes between students who were taught using IBL, PBL, and traditional methods, and (2) there was a significant difference in learning outcomes between students who were high and low in involvement in learning, (3) there was no significant difference in learning outcomes between students taught using the IBL method and the traditional method, (4) there was no significant difference in learning outcomes between students taught using the IBL method and the conversion method, and (6) there was no significant difference in learning outcomes between students who are taught using the IBL method.