Stakeholder Perceptions of Collaborative Project-Based USP for Vocational Summative Assessment

Dian Misdiyana; Siswo Wardoyo; Suhendar; Lukman Nulhakim

doi:10.24036/invotek.v26i1.1361

Authors

Dian Misdiyana Technical and Vocational Education, Universitas Sultan Ageng Tirtayasa, Jl. Raya Jakarta Km 4 Pakupatan, Serang Banten, Indonesia-42124
Siswo Wardoyo Technical and Vocational Education, Universitas Sultan Ageng Tirtayasa, Jl. Raya Jakarta Km 4 Pakupatan, Serang Banten, Indonesia-42124
Suhendar Technical and Vocational Education, Universitas Sultan Ageng Tirtayasa, Jl. Raya Jakarta Km 4 Pakupatan, Serang Banten, Indonesia-42124
Lukman Nulhakim Technical and Vocational Education, Universitas Sultan Ageng Tirtayasa, Jl. Raya Jakarta Km 4 Pakupatan, Serang Banten, Indonesia-42124

DOI:

https://doi.org/10.24036/invotek.v26i1.1361

Keywords:

Perceived Effectiveness, USP, Collaborative Project, Summative Assessment, Vocational School

Abstract

This study describes the stakeholder perceptions of collaborative project-based Educational Unit Exam (USP: Ujian Satuan Pendidikan) implementation as a summative assessment innovation in a vocational high school. The novelty of this study lies in conceptualizing the Educational Unit Examination (USP) as a school-level summative assessment architecture rather than merely a final written examination. The proposed model integrates authentic assessment, interdisciplinary project collaboration, competency-based assessment, workplace relevance, and individual accountability within a single assessment framework. A descriptive quantitative survey was conducted at Vocational High School 1 Anyer involving 318 purposively selected respondents: 286 twelfth-grade students, 25 subject teachers, five school management members, and two education-office stakeholders. Data were collected through Likert-scale questionnaires consisting of 20 statement for each respondent group and analyzed using descriptive statistics based on the percentage of positive responses for each stakeholder group. The results show positive stakeholder perceptions: school management reported 90%, education-office stakeholders 89%, students 82%, and teachers 73%. These findings suggest that stakeholders perceived the collaborative project-based USP as supporting interdisciplinary collaboration, authentic competency demonstration, and stronger alignment between school assessment and workplace-oriented learning. However, the study is limited to perception data from one school, uses aggregate percentages, and does not include objective performance indicators, item-level reliability evidence, or construct validation. Therefore, the findings should be interpreted as stakeholders perceptions rather than evidence of actual effectiveness. Practically, sustainable implementation requires structured assessment rubrics, evidence of individual contribution, portfolio documentation, individual oral questioning, teacher moderation, and workload management.

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