Project-Based Multimedia for Fashion Vocational Education: Learning, Creativity, and Practicality in Support of SDG 4

Tri Mutmainnah; Marniati  Marniati; Meini Sondang Sumbawati; Ratna  Suhartini

doi:10.63230/jocsis.3.4.333

Authors

Tri Mutmainnah State University of Surabaya Author
Marniati Marniati State University of Surabaya Author
Meini Sondang Sumbawati State University of Surabaya Author
Ratna Suhartini State University of Surabaya Author

DOI:

https://doi.org/10.63230/jocsis.3.4.333

Keywords:

Creativity, Fashion Vocational Education, Learning Outcomes, Multimedia Learning, Project-Based Learning

Abstract

Objective: To evaluate multimedia-supported Project-Based Learning (PjBL) in fashion vocational education, by integrating conceptual knowledge, creativity, and procedural skills through a module, video tutorials, and presentation materials. Method: Sequential one-group field trials involved 60 and 120 vocational fashion students. The multimedia package was embedded in six PjBL phases, and experts validated the instruments and tested their reliability. Results: Cognitive scores increased from 25.25 to 33.03 in the small-scale trial, t(59) = -9.59, p < .001, d_z = 1.24, and from 24.48 to 34.98 in the large-scale trial, t(119) = -27.56, p < .001, d_z = 2.52. Creativity improved descriptively; affective mastery reached 73.33% and 79.17%, while psychomotor mastery was uneven at 55.00% and 39.17%. Students rated the multimedia highly practical (90.90%), practitioners rated it practical and effective, and all six PjBL phases were observed. Novelty: To evaluate cognitive, affective, psychomotor, creativity, practicality, and implementation-fidelity indicators together across sequential field trials. The findings support multimedia-supported PjBL as promising for cognitive learning and classroom usability, while the absence of a comparison group and uneven practical outcomes limit causal claims. The study contributes to SDG 4, particularly Target 4.4 on technical and vocational skills.

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