Improving Student’s SWOT Analysis Skills By Implementation Project-Based Digital Learning: A Case in Vocational High School in Merauke

Abstract

Vocational education plays a strategic role in preparing students not only for employment but also for entrepreneurship, particularly in remote regions like Merauke where access to business resources is limited. However, many vocational students struggle with essential entrepreneurial skills such as SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis. This study aimed to evaluate the effectiveness of Project-Based Digital Learning (PBDL) in improving students’ SWOT analysis skills. A quasi-experimental approach with a non-equivalent control group design was employed, involving 98 vocational students and 4 teachers from four accredited vocational schools in Merauke. Data were collected through pretests, posttests, and observation sheets focused on the implementation of PBDL elements. The data were analyzed using paired and independent sample t-tests. The findings showed significant improvements in all four SWOT dimensions in the experimental group compared to the control group. The discussion revealed that PBDL supports critical thinking, collaboration, and digital competence, especially when implemented in a structured, contextual, and reflective learning environment. Despite its limitations in scope and duration, this study recommends broader adoption of PBDL in vocational entrepreneurship education. Practically, teachers should be trained to deliver digital project-based instruction, while theoretically, this study contributes to the development of blended learning models that integrate strategic thinking into vocational curricula.