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An Evidence-Based DIPPO Evaluation Model for the Implementation of Project-Based Learning (P5) to Enhance 21st-Century Skills and Work Readiness

Year: 2026

Type: article

Abstract: The implementation of Project-Based Learning through the Pancasila Student Profile Strengthening Project (P5) has been widely promoted to foster 21st-century skills and work readiness. However, systematic and decision-oriented evaluation models capable of generating evidence-based insights for curriculum improvement remain limited. This study addresses this gap by applying an Evidence-Based DIPPO Evaluation Model to assess the implementation of P5 and its impact on students’ competencies. This research employed a mixed-methods evaluative design based on a pilot (preliminary) study involving students, teachers, and school administrators. The evaluation was structured around the DIPPO framework (Design, Input, Process, Product, Outcome). Quantitative data were collected using structured questionnaires and pre–post skill assessments, while qualitative data were obtained through interviews, observations, and document analysis. Descriptive statistics, paired-sample t -tests, ANOVA, effect size analysis, and data triangulation were used to support evidence-based interpretation. The findings indicate strong performance in the Design, Process, Product, and Outcome dimensions, demonstrating high conceptual alignment, implementation fidelity, and positive learning outputs. Significant pre–post improvements were observed across all measured 21st-century skills, including critical thinking, collaboration, communication, creativity, and work readiness ( p < .001; medium to large effect sizes). The Input dimension showed comparatively lower scores, highlighting resource and capacity gaps. Stakeholder comparisons revealed significant differences only in perceptions of input readiness, providing actionable insights for targeted improvement. The pilot findings suggest that the Evidence-Based DIPPO Evaluation Model is a feasible and effective framework for evaluating P5 implementation and supporting evidence-based decision-making. By systematically linking project-based learning processes with skill development and work readiness, the model offers practical value for policy, practice, and curriculum reform. Further large-scale and longitudinal studies are recommended to validate and extend these preliminary results.

Source: F1000Research