Implementation of Project-Based Learning Model in Vocational High Schools: A Bibliometric Analysis

Background/purpose. This analysis aims to determine the mapping of the application of the project-based learning (PjBL) model to design learning needs according to the learning environment in vocational high schools (VHS). Research trends of PjBL in vocational schools, subject mapping of PjBL, opportunities for appropriate PjBL studies, and recommendations for future implementation of PjBL in vocational schools. Materials/methods. The study used bibliometric analysis through searching the Scopus database. Data analysis was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) 2020 method, assisted by VOS viewer display. There were 337 articles according to the categories in the Scopus data, only 44 articles were analyzed based on the PRISMA method. Results. The findings state that the application of PjBL in the education sectors of physical science, information systems, automotive and machinery. VHS has competencies in other fields such as maritime, tourism, agriculture, and others. Competency integration applying PjBL is dominant in the higher education, training, academy and research sectors. Vocational high schools have not yet implemented subject integration. Expertise competencies in VHS have not been fully supported as graduate competency outcomes by general subjects. Conclusion. It is necessary to disseminate and study PjBL in competencies in other fields, along with the application of PjBL integrated with two or three subjects in VHS. Examples of integration of subjects to achieve full competence are skills, English and math. Encourage vocational schools to integrate subjects in the learning process. Integration of learning in the form of product projects by subject teachers collaboratively.