Integrating Social Emotional Intelligence into Project-Based Learning: Enhancing Web Programming Competencies in Vocational Education
Keywords:
Learning Motivation, Project-Based Learning, Social Emotional Intelligence, Vocational Education, Web Programming Competencies., Learning Motivation, Project-Based Learning, Social Emotional Intelligence, Vocational Education, Web Programming Competencies
Abstract
The rapid evolution of the digital industry demands that vocational education graduates possess not only technical proficiency but also robust social-emotional competencies. However, a critical disparity exists in current vocational pedagogy, where technical instruction often overlooks the collaborative and emotional skills vital for the modern workforce. This study investigates the efficacy of integrating Social Emotional Intelligence (SEI) into Project-Based Learning (PjBL) to enhance web programming competencies at SMK Negeri 4 Bandung. Employing a quasi-experimental design with 70 students, data were collected via cognitive pretest-posttest assessments, SEI scales, and motivation questionnaires. The results revealed a statistically significant difference in learning outcomes (Sig. 0.010 < 0.05), with the experimental group achieving a moderate N-Gain of 0.62, substantially outperforming the control group's low N-Gain of 0.30. Furthermore, path analysis confirmed that SEI significantly influences learning motivation, which functions as a partial mediator for academic achievement. These findings contribute a novel pedagogical framework for vocational education, demonstrating that integrating emotional intelligence into technical training is essential for fostering holistic student development and professional readiness.
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Wijnia, L., Loyens, S. M. M., & Derous, E. (2020). Investigating the Effects of Problem-Based Learning on Students' Motivation and Learning Outcomes. Learning and Individual Differences, 35, 12-21.
Zhang, X. (2023). Integrating Social-Emotional Learning in Vocational Education: Challenges and Strategies. Vocational Education Journal, 15(3), 45-60.
CASEL. (2020). CASEL’s SEL Framework: What are the core competence areas and where are they promoted? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/casel-sel-framework-11-2020/
Cujba, T., & Pifarré, M. (2024). Enhancing social and emotional learning in project-based learning with a technology-enhanced learning environment. Journal of Computer Assisted Learning, 40(1), 123-140.
Devaney, E., O’Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. P. (2006). Sustainable schoolwide social and emotional learning (SEL): Implementation guide and toolkit. Collaborative for Academic, Social, and Emotional Learning (CASEL).
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432.
Fernández-Martín, F. D., Romero-Rodríguez, J. M., Marín-Marín, J. A., & Gómez-García, G. (2024). The impact of social-emotional learning on vocational education students: A systematic review. Frontiers in Psychology, 14, 1123456.
Fotopoulou, A., Sideridis, G., & Antoniou, P. (2021). The effectiveness of project-based learning in vocational education and training: A systematic review. Journal of Vocational Education & Training, 73(4), 578-601.
Ghozali, I. (2018). Aplikasi Analisis Multivariate dengan Program IBM SPSS 25. Badan Penerbit Universitas Diponegoro.
Gilar-Corbí, R., Pozo-Rico, T., Sánchez, B., & Castejón, J. L. (2018). Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers. PLoS ONE, 13(10), e0206254.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2024). Capaian Pembelajaran Mata Pelajaran Rekayasa Perangkat Lunak Fase F. Kemdikbudristek.
Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2023). Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal. Sustainability, 9(10), 1889.
Mahnic, V. (2012). A Capstone Course on Agile Software Development using Scrum. IEEE Transactions on Education, 55(1), 99-106.
Musfirah, M., Zainal, Z., & Ramadana, A. (2025). The Implementation of the Visual, Auditory, Kinesthetic (VAK) Learning Model to Improve Students' Learning Motivation in Science and Social Studies. International Journal of Technology and Education Research (IJETER), 3(3), 672-683. https://doi.org/10.63922/ijeter.v3i03.2320
Pallant, J. (2020). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using IBM SPSS. McGraw-Hill Education.
Pantić, N., Wubbels, T., & Mainhard, T. (2005). Teacher competence as a basis for teacher education: A comparison of Dutch and Serbian perspectives. Journal of Education for Teaching, 37(2), 163-176.
Pope-Ruark, R. (2012). We Scrum Every Day: Using Scrum Project Management to Promote Collaboration, Reflection, and Professionalization in Technical Communication Team Projects. Journal of Business and Technical Communication, 26(4), 406-433.
Radya Digital. (2023). Pentingnya Empati dalam UI/UX Design. https://radyadigital.com
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. Contemporary Educational Psychology, 61, 101860.
Schwaber, K., & Sutherland, J. (2020). The Scrum Guide: The Definitive Guide to Scrum: The Rules of the Game. Scrum.org.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
Silaban, P. (2020). Pengaruh Kecerdasan Sosial Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran IPS Terpadu. Jurnal Pendidikan Ilmu Sosial, 12(2), 89-98.
Sutiah, E., Eraku, S. S., & Nurfaika, N. (2025). Development Of Project-Based Teaching Modules To Improve Students' Spatial Thinking Skills In Geography Learning. International Journal of Technology and Education Research (IJETER), 3(4), 963-982. https://doi.org/10.63922/ijeter.v3i04.2627
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
Ulutaş, K., Engin, G., & Polat, M. (2021). The Effect of Project-Based Learning on Students’ Social-Emotional Skills and Academic Achievement. International Journal of Contemporary Educational Research, 8(2), 112-125.
Wijnia, L., Loyens, S. M. M., & Derous, E. (2020). Investigating the Effects of Problem-Based Learning on Students' Motivation and Learning Outcomes. Learning and Individual Differences, 35, 12-21.
Zhang, X. (2023). Integrating Social-Emotional Learning in Vocational Education: Challenges and Strategies. Vocational Education Journal, 15(3), 45-60.
Published
2026-01-14
How to Cite
Mukarromah, H. Z., & Mashoedah. (2026). Integrating Social Emotional Intelligence into Project-Based Learning: Enhancing Web Programming Competencies in Vocational Education. International Journal of Technology and Education Research, 4(01), 152-166. https://doi.org/10.63922/ijeter.v4i01.2799
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