Asrul Huda, Firdaus, Widia Febrianti, Dedy Irfan, Murni Sukmawati
The objective of this research is to examine the efficacy of a digital printing graphic design learning system integrated with Project-Based Learning (PBL) and the Flipped Classroom methodology, specifically for students enrolled in vocational high schools (SMK) in West Sumatra. The technique was designed to allow students to learn independently before class, work on group projects during class, and follow scheduled lessons that provided the skills needed to obtain graphic design positions. A quasi-experimental pretest–posttest control-group design was used with 150 eleventh-grade students from five vocational high schools. They were divided into two groups: an experimental group of 75 participants and a control group of 75 participants. We collected quantitative data using pre-and post-tests. We then used paired-samples and independent-samples t-tests to examine the data. We examined how well the system supported group learning and how easy it was to use by observing classes, administering surveys, and interviewing participants. The results demonstrate that the students in the experimental group significantly enhanced their graphic design skills. Their post-test scores were significantly higher than those of the control group (t(148) = 11.02, p < 0.001). Additionally, observational data indicated that participants in the experimental group were more effective at learning together. The findings of the usability study showed that participants perceived the app as easier to use, that the content was clearer, and that it enabled independent learning. The results clearly show that using Project-Based Learning (PBL) and the flipped classroom in a well-designed digital learning environment can substantially improve vocational graphic design education by enhancing instruction in technical skills, teamwork, and self-directed learning. This study underscores the importance of system-level design and the integration of learning processes in developing effective and scalable digital learning solutions for vocational schools, in contrast to prior research that has primarily focused on pedagogical outcomes. © 2026, Politeknik Negeri Padang. All rights reserved.
Department of Electronic Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia; Department of Vocational and Technology Education, Universitas Negeri Padang, North Padang, Padang, Indonesia; Digital Learning Research Center, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
