<![CDATA[ABSTRACT Learning independence is an important competency in vocational education because students are expected not only to understand the learning material but also to manage their learning process when dealing with practical tasks. The problem addressed in this study was students’ strong dependence on teacher guidance during mail merge instruction, resulting in suboptimal initiative, responsibility, and ability to complete practical tasks independently. This study employed Classroom Action Research conducted in two cycles consisting of planning, action implementation, observation, and reflection. The instructional intervention applied a learning by doing approach supported by a procedural module to provide students with opportunities to follow work procedures, engage in practice, identify difficulties, and complete tasks more independently. Data were collected through activity observation sheets, learning independence assessments, practical task performance, and field notes. The results showed an improvement in students’ learning independence during the intervention, with the percentage of students classified as independent increasing from 64% in the first meeting to 92% in the fourth meeting. This improvement was reflected in greater initiative in starting activities, increased ability to use the module to follow and navigate practical procedures, and reduced dependence on teacher guidance when completing tasks. Thus, the integration of learning by doing and a procedural module can serve as an alternative instructional approach to support the development of learning independence through structured and gradual practical experiences. ABSTRAK Kemandirian belajar merupakan salah satu kemampuan penting dalam pembelajaran vokasional karena murid dituntut tidak hanya memahami materi, tetapi juga mampu mengarahkan proses belajarnya ketika menghadapi tugas praktik. Permasalahan yang menjadi fokus penelitian ini adalah masih kuatnya ketergantungan murid terhadap arahan guru pada pembelajaran merge mailing, sehingga inisiatif, tanggung jawab, dan kemampuan menyelesaikan praktik secara mandiri belum berkembang secara optimal. Penelitian ini menggunakan Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus melalui tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Tindakan pembelajaran menerapkan pendekatan learning by doing berbantuan modul prosedural agar murid memperoleh kesempatan mengikuti tahapan kerja, melakukan praktik, menemukan kendala, dan menyelesaikan tugas secara lebih mandiri. Data dikumpulkan melalui lembar observasi aktivitas, penilaian kemandirian belajar, hasil pelaksanaan tugas praktik, serta catatan lapangan. Hasil penelitian menunjukkan bahwa kemandirian belajar murid mengalami peningkatan selama pelaksanaan tindakan, dengan persentase murid dalam kategori mandiri meningkat dari 64% pada pertemuan pertama menjadi 92% pada pertemuan keempat. Peningkatan tersebut tampak pada semakin kuatnya inisiatif dalam memulai kegiatan, kemampuan menggunakan modul untuk mengikuti dan menelusuri tahapan praktik, serta berkurangnya ketergantungan terhadap arahan guru ketika menyelesaikan tugas. Dengan demikian, perpaduan learning by doing dan modul prosedural dapat digunakan sebagai alternatif pembelajaran untuk mendukung perkembangan kemandirian belajar melalui pengalaman praktik yang terarah dan bertahap.]]>
