<![CDATA[Abstrak: Penelitian ini mengkaji efektivitas penerapan gabungan model Direct Instruction dan Practice-Based Learning dalam meningkatkan prestasi belajar siswa pada konteks pendidikan kejuruan. Desain Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart diterapkan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 30 siswa kelas XI pada Program Keahlian Manajemen Perkantoran dan Layanan Bisnis di SMK Bhakti Karya Karanganyar. Data dikumpulkan melalui tes praktik dan lembar observasi terstruktur. Instrumen observasi divalidasi melalui expert judgment (Aiken’s V = 0,89) dengan reliabilitas antar-penilai sebesar 83%. Data dianalisis menggunakan metode deskriptif kuantitatif dan kualitatif. Sebelum tindakan, rata-rata nilai siswa adalah 69,87 dengan tingkat ketuntasan 40%. Setelah siklus I, rata-rata nilai meningkat menjadi 79,76 dengan ketuntasan 66,67%. Pada siklus II, rata-rata nilai naik menjadi 83,04 dengan ketuntasan 73,33%. Skor keterlibatan siswa juga meningkat dari 69,77% pada siklus I menjadi 79,05% pada siklus II. Hasil ini membuktikan bahwa model pembelajaran terpadu ini secara efektif meningkatkan capaian kognitif dan pengembangan keterampilan praktis siswa kejuruan. Kata kunci: keterampilan spreadsheet; keterlibatan siswa; ketuntasan belajar; penelitian tindakan kelas; strategi instruksional Abstract: This study investigated the effectiveness of integrating Direct Instruction and Practice-Based Learning to improve student learning achievement in a vocational education setting. A Classroom Action Research design based on the Kemmis and McTaggart model was employed, conducted across two cycles each comprising planning, action implementation, observation, and reflection stages. Participants consisted of 30 Grade XI students in the Office Management and Business Services program at SMK Bhakti Karya Karanganyar. Data were collected via practical performance tests and structured observation sheets. Observation instruments were validated through expert judgment (Aiken’s V = 0.89) and established inter-rater reliability of 83%. Data were analyzed using descriptive quantitative and qualitative methods. Prior to intervention, the mean score was 69.87 with a mastery rate of 40%. Following Cycle I, the mean score increased to 79.76 with a mastery rate of 66.67%. After Cycle II, the mean score rose further to 83.04 with a mastery rate of 73.33%. Student engagement scores also improved from 69.77% in Cycle I to 79.05% in Cycle II. These results confirm that the integrated instructional model effectively enhances both cognitive outcomes and practical skill development among vocational students. Keyword: classroom action research; instructional strategy; learning mastery; spreadsheet skills; student engagement]]>
