<![CDATA[Abstrak Penelitian ini bertujuan untuk menganalisis pengaruh kemandirian belajar dan Project-Based Learning (PjBL) terhadap kompetensi jaringan siswa Sekolah Menengah Kejuruan (SMK) bidang Teknik Komputer dan Jaringan (TKJ), baik secara parsial maupun simultan. Penelitian menggunakan pendekatan kuantitatif dengan metode regresi linier berganda. Data dikumpulkan melalui kuesioner untuk mengukur tingkat kemandirian belajar dan penerapan PjBL, serta dokumentasi nilai praktik untuk menilai kompetensi jaringan siswa. Analisis dilakukan melalui uji prasyarat dan pengujian hipotesis. Hasil penelitian menunjukkan bahwa PjBL dan kemandirian belajar memiliki pengaruh positif dan signifikan terhadap persepsi kompetensi siswa pada seluruh sekolah uji dengan nilai signifikansi < 0,05 dan koefisien determinasi berkisar antara 64% hingga 91%. Namun, kedua variabel tersebut tidak berpengaruh signifikan terhadap nilai praktik aktual siswa dengan nilai signifikansi > 0,05 dan kemampuan model menjelaskan varians kurang dari 15%. Penelitian ini menyimpulkan bahwa pembelajaran berbasis proyek dan kemandirian belajar efektif dalam meningkatkan persepsi kompetensi, tetapi belum mampu meningkatkan kompetensi teknis secara nyata. Implikasi penelitian menekankan pentingnya keseimbangan antara pengembangan soft skills dan penguatan hard skills dalam kurikulum pendidikan vokasi. Kata Kunci: Kemandirian Belajar, Project-Based Learning, Kompetensi Jaringan, Pendidikan Kejuruan Abstract This study aims to analyze the effect of independent learning and Project-Based Learning (PjBL) on the networking competency of Vocational High School (SMK) students majoring in Computer and Network Engineering (TKJ), both partially and simultaneously. The study used a quantitative approach with multiple linear regression methods. Data were collected through questionnaires to measure the level of independent learning and the application of PjBL, as well as documentation of practical scores to assess students' networking competency. Analysis was conducted through prerequisite tests and hypothesis testing. The results showed that PjBL and independent learning had a positive and significant influence on students' perceived competence in all test schools with a significance value <0.05 and a coefficient of determination ranging from 64% to 91%. However, both variables did not significantly influence students' actual practical scores with a significance value >0.05 and the model's ability to explain variance was less than 15%. This study concludes that project-based learning and independent learning are effective in improving perceived competence, but have not been able to significantly improve technical competence. The implications of the study emphasize the importance of balancing soft skills development and hard skills strengthening in the vocational education curriculum. Keyword: Self-Directed Learning, Project-Based Learning, Networking Competencies, Vocational Education]]>
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