<![CDATA[Penelitian ini dilatarbelakangi beberapa masalah diantaranya sistem PBT tidak dapat menampilkan visualisasi berupa audio, video, animasi serta gambar yang tidak jelas dan risiko kecurangan tinggi. Tujuan dari penelitian ini untuk mengetahui perbedaan terhadap hasil pembelajaran sistem CBT dan PBT mata pelajaran PMKR di SMKN 1 Sumatera barat. Penelitian ini merupakan penelitian kuantitatif komparatif dengan metode analisis statistik menggunakan rumus uji beda yaitu t-test, teknik sampel mengunakan teknik simple random sampling, sampel diambil dari populasi kelas XI TKRO 1 dan 2 diambil masing-masing 20 siswa. Hasil Penelitian ini didapatkan Uji-t yaitu p-value = 0,005 < α = 0,05 maka H0 ditolak dan Ha diterima, artinya terdapat perbedaan hasil evaluasi pembelajaran mata pelajaran PMKR antara sistem CBT dan PBT di SMKN 1 Sumatera Barat. Maka disimpulkan evaluasi pembelajaran menggunakan CBT lebih unggul dari PBT serta meningkatkan hasil belajar siswa. This research is motivated by several problems including the PBT system cannot display visualizations in the form of audio, video, animation and images that are not clear and the risk of fraud is high. The purpose of this study was to find out the differences in the learning outcomes of the CBT and PBT systems for PMKR subjects at SMKN 1 West Sumatra. This research is a comparative quantitative research with statistical analysis methods using a different test formula, namely t-test, the sample technique uses simple random sampling technique, samples are taken from the population of class XI TKRO 1 and 2, 20 students are taken each. The results of this study obtained the t-test, namely p-value = 0.005 <α = 0.05, then H0 was rejected and Ha was accepted, meaning that there were differences in the results of the evaluation of PMKR subject learning between the CBT and PBT systems at SMKN 1 West Sumatra. So it was concluded that learning evaluation using CBT is superior to PBT and improves student learning outcomes.]]>
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