<![CDATA[This research is motivated by the cognitive stagnation of vocational school students in the Data Analysis element, which is mostly limited to lower-order thinking skills (LOTS) and has not met the analytical problem-solving target (C4). This is caused by abstract materials and the use of fragmented digital tools that trigger cognitive overload. As a solution, this study aims to develop and measure the effectiveness of a Moodle Learning Management System (LMS) integrated with Problem Based Learning (PBL) syntax. The method used is Research and Development (R&D) with the ADDIE approach (Analyze, Design, Development, Implementation, Evaluation). The field testing applied a Quasi-Experimental Non-Equivalent Control Group Design involving an experimental class and a control class at SMK Sejahtera Surabaya. The results showed that the product feasibility achieved a "Highly Valid" predicate with validation scores from the learning design (RPM) expert at 92%, media expert at 90%, material expert at 90%, and evaluation instruments at 89.29% (average 90.32%). Practicality evaluation using the User Experience Questionnaire (UEQ) obtained positive responses in the Good and Above Average categories. Effectiveness testing proved that the experimental class using the PBL-based Moodle LMS experienced a significant improvement in cognitive learning outcomes (C1-C4) with an average N-Gain score of 0.44 (Moderate), in contrast to the control class which only obtained a score of 0.21 (Low). In conclusion, the PBL-integrated Moodle LMS is proven to be valid, practical, and highly effective in improving students' analytical cognitive abilities.]]>
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