<![CDATA[Objective: To evaluate multimedia-supported Project-Based Learning (PjBL) in fashion vocational education, by integrating conceptual knowledge, creativity, and procedural skills through a module, video tutorials, and presentation materials. Method: Sequential one-group field trials involved 60 and 120 vocational fashion students. The multimedia package was embedded in six PjBL phases, and experts validated the instruments and tested their reliability. Results: Cognitive scores increased from 25.25 to 33.03 in the small-scale trial, t(59) = -9.59, p < .001, dz = 1.24, and from 24.48 to 34.98 in the large-scale trial, t(119) = -27.56, p < .001, dz = 2.52. Creativity improved descriptively; affective mastery reached 73.33% and 79.17%, while psychomotor mastery was uneven at 55.00% and 39.17%. Students rated the multimedia highly practical (90.90%), practitioners rated it practical and effective, and all six PjBL phases were observed. Novelty: To evaluate cognitive, affective, psychomotor, creativity, practicality, and implementation-fidelity indicators together across sequential field trials. The findings support multimedia-supported PjBL as promising for cognitive learning and classroom usability, while the absence of a comparison group and uneven practical outcomes limit causal claims. The study contributes to SDG 4, particularly Target 4.4 on technical and vocational skills.]]>
Copyrights © 2027
