<![CDATA[Purpose – This study examines the effect of Project-Based Learning (PjBL) on students’ cognitive outcomes in Dynamic Host Configuration Protocol (DHCP) Server instruction and whether the effect differs across levels of students’ collaborative skills. Methods – A quasi-experimental pretest-posttest non-equivalent control group design involved 121 Grade XI students from two vocational high schools in Kediri, Indonesia. Students were assigned to PjBL (n = 61) and conventional instruction (n = 60). The PjBL group completed DHCP Server projects in teams of two to three students, while the conventional group received teacher-centered instruction. The intervention lasted three meetings. Cognitive outcomes were measured through pretest and posttest scores, and collaborative skills were assessed using a questionnaire after the intervention. Data were analyzed using ANCOVA. Findings – The results showed that PjBL produced higher adjusted cognitive outcome scores than conventional instruction (89.938 vs. 82.826; mean difference = 7.112, p < .001). A significant interaction was also found between learning model and collaborative-skill level (F = 6.569, p = .012, ηp² = .054). The adjusted means showed that the difference between PjBL and conventional instruction was larger among students with lower observed collaborative-skill levels than among those with higher levels. Research implications – The findings suggest that PjBL can be considered an instructional approach for DHCP Server learning in vocational education, particularly when learning activities involve authentic technical projects and small-group work. Originality – This study provides empirical evidence on PjBL in DHCP Server instruction and examines cognitive outcomes across observed levels of students’ collaborative skills.]]>
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