ENHANCING HAIRCUTTING SKILLS THROUGH PROJECT-BASED LEARNING: A SURVEY STUDY IN BEAUTY EDUCATION STUDENTS

Clarissia Lovevrani; Erna Setyowati

doi:10.37478/jpm.v7i1.5599

Authors

Clarissia Lovevrani Universitas Negeri Semarang, Semarang, Indonesia
Erna Setyowati Universitas Negeri Semarang, Semarang, Indonesia

DOI:

https://doi.org/10.37478/jpm.v7i1.5599

Abstract

The beauty education sector faces challenges in effectively developing practical skills, particularly in areas like haircutting, which are essential for students’ professional competence. This study aims to explore the impact of Project-Based Learning (PjBL) on enhancing haircutting skills among undergraduate beauty education students. A quantitative explanatory research design was employed, examining the relationship between students' perceptions of PjBL and four dimensions of haircutting performance: progress over time, smoothness of movements, impact of tool transitions, and timing. Data were collected using a structured questionnaire with a five-point Likert scale and analysed through Structural Equation Modelling with Partial Least Squares (SEM-PLS). The results revealed strong internal consistency and convergent validity in the measurement model. Analysis of the structural model demonstrated that PjBL positively influenced all skill dimensions, with the most notable impact on smoothness of movements and timing. These findings underscore the value of PjBL in fostering both cognitive and psychomotor skills in vocational education. This study contributes to the literature by highlighting the benefits of experiential learning and collaboration in developing professional competencies within the beauty education field.

Downloads

Download data is not yet available.

Keywords:

Beauty education, Haircutting skills, Project-based learning, Vocational learning

References

Akthar, S. R., Hasan, M., Dristy, A. R., Siam, M. B. H., Tanzim Tuhin, S. M., & Sadia, F. (2025). An enhanced framework for sustainable education using project-based learning. In S. Y.-T., M. Kang, & J. Rhee (Eds.), 2025 IEEE/ACIS 23rd International Conference on Software Engineering Research, Management and Applications, SERA 2025 - Proceedings (pp. 105–112). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/SERA65747.2025.11154536

Aliriad, H., Soegiyanto, Setijono, H., & Sulaiman, undefined. (2023). The effect of project-based on fundamental motor skills to enhance early children. Health Education and Health Promotion, 11(1). https://www.scopus.com/pages/publications/85175114558

Amashi, R., Baligar, P. A., & Vijayalakshmi, M. (2024). Integration of self-regulated learning in a first-year PBL course. Journal of Engineering Education Transformations, 38(Special Issue 1), 99–104. https://doi.org/10.16920/jeet/2024/v38is1/24217

Apriyani, D. (2018). SPA (Solus per Aqua) service industry: An entrepeneurship opportunity to beauty education department. In S. Nurmasitah, A. Kusumastuti, D. Hartanto, & H. Prasetiawan (Eds.), AIP Conference Proceedings (Vol. 1941). American Institute of Physics Inc. [email protected]. https://doi.org/10.1063/1.5028073

Arlianty, W. N. (2018). Project-based learning in chemical cosmetics course. In I. Fatimah, S. M. A. Kurniawan, I. Sahroni, L. Chuenchom, M. Musawwa, H. Kawasaki, & A. Kamari (Eds.), AIP Conference Proceedings (Vol. 2026). American Institute of Physics Inc. https://doi.org/10.1063/1.5065033

Brown, N. (2022). Teaching reflective practice in teams: In-person and virtual activities. In M. Jemni, I. Kallel, & A. Akkari (Eds.), IEEE Global Engineering Education Conference, EDUCON (Vols 2022-March, pp. 419–422). IEEE Computer Society. https://doi.org/10.1109/EDUCON52537.2022.9766457

Cauchi, N., & Falzon, R. (2023). Enhancing wellbeing in beauty salons and spas through the integration of mindfulness and aromatherapy in beauty vocational education: a qualitative narrative inquiry. International Journal of Spa and Wellness, 6(3), 343–379. https://doi.org/10.1080/24721735.2023.2266660

?avi?, M., ?avi?, M. B., Horvath, S., Bogdanovi?, I., & Stanisavljevi?, J. (2023). The impact of project-based learning in physics education on university students’ motivation to learn and metacognition. Zbornik Instituta za Pedagoska Istrazivanja, 55(2), 275–299. https://doi.org/10.2298/ZIPI2302275C

Chhabra, M., & Gawande, A. (2025). How does project-based-learning make difference in secondary school mathematics. Multidisciplinary Science Journal, 7(9). https://doi.org/10.31893/multiscience.2025550

Cifrian, E., Andrés, A., Galán, B., & Viguri, J. R. (2020). Integration of different assessment approaches: application to a project-based learning engineering course. Education for Chemical Engineers, 31, 62–75. https://doi.org/10.1016/j.ece.2020.04.006

de la Torre-Neches, B., Rubia-Avi, M., Aparicio-Herguedas, J. L., & Rodríguez-Medina, J. (2020). Project-based learning: an analysis of cooperation and evaluation as the axes of its dynamic. Humanities and Social Sciences Communications, 7(1). https://doi.org/10.1057/s41599-020-00663-z

Dellai, J., Gilles, M. A., Clerc-Urmès, I., Claudon, L., & Dietrich, G. (2025). Assessing motor skill progression based on smoothness during integration of a new tool among hairdressers. Applied Ergonomics, 128. https://doi.org/10.1016/j.apergo.2025.104531

Elfeky, A. I. M., Hassanein, M. S. E. A. A., Zayed, A., Mahmoud, S. M., & Elbyaly, M. Y. H. (2025). Project-based learning’s impact on fostering the socio-environmental attitude. International Journal of Environmental Sciences, 11(2S), 97–104. https://doi.org/10.64252/av4mbz58

Ferreira, C., Baptista, H., Aquere, A. L., Lima, R. M., & Morais, A. A. (2020). Application of scrum and PM canvas in a project-based learning approach. In R. M. Lima, V. Villas-Boas, P. Koomsap, & K. Sethanan (Eds.), International Symposium on Project Approaches in Engineering Education (Vol. 10, pp. 279–286). University of Minho. https://repositorium.uminho.pt/0be05f49-22e0-4a97-bec6-2dfba36f158d

Günzel, H., & Brehm, L. (2024). A roadbook for the professionalization of project-based learning courses. International Conference on Higher Education Advances, 1094–1101. https://doi.org/10.4995/HEAd24.2024.17194

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning EMEA. https://eli.johogo.com/Class/CCU/SEM/_Multivariate%20Data%20Analysis_Hair.pdf

Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R. Springer. https://doi.org/10.1007/978-3-030-80519-7

Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, Marko. (2024). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publication Inc. https://www.pls-sem.net/pls-sem-books/a-primer-on-pls-sem-3rd-ed

Hamidani, K., Neo, T. K., Perumal, V., & Amphawan, A. (2025). Development of extended reality projects: the role of project-based experiential learning in fostering student engagement. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2506872

Huang, H.-C., Wu, M.-C., & Yang, S.-E. (2009). Trend analysis of international beauty certificate?a case study of students from the department of beauty science at chienkuo technology university. Proceedings - 15th ISSAT International Conference on Reliability and Quality in Design, 325–329. https://www.scopus.com/2-s2.0-84886871220

Hussein, B. (2021). Addressing collaboration challenges in project-based learning: The student’s perspective. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080434

Liu, R., Zhu, J., Li, W., Ju, T., & Chen, L. (2022). Investigating engineering students’ experiences of self-regulated learning in project-based learning activities. International Journal of Engineering Education, 38(5 A), 1422–1433. https://www.bohrium.com/paper-details/1088678487390158864-2000000

Marcoulides, G. A. (1998). Modern methods for business research. Taylor & Francis Group. https://doi.org/10.4324/9781410604385

Markula, A., & Aksela, M. K. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-021-00042-x

Mezak, J., & Papak, P. P. (2020). Project based teaching with digital tools in primary education. In M. Koricic, K. Skala, Z. Car, M. Cicin-Sain, V. Sruk, D. Skvorc, S. Ribaric, B. Jerbic, S. Gros, B. Vrdoljak, M. Mauher, E. Tijan, T. Katulic, P. Pale, T. G. Grbac, N. F. Fijan, A. Boukalov, D. Cisic, & V. Gradisnik (Eds.), 2020 43rd International Convention on Information, Communication and Electronic Technology, MIPRO 2020 - Proceedings (pp. 664–668). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.23919/MIPRO48935.2020.9245078

Moro?anu, ?., Grosu, V. T., R?bînc?, S. M., Grosu, E. F., Hervás-Gómez, C., Mancini, N., Cristea, D. I., Sab?u, A. M., & Moreno-Alcaraz, V. J. (2024). Enhancing psychomotor skills in high school students using virtual reality. Journal of Physical Education and Sport, 24(6), 1434–1440. https://doi.org/10.7752/jpes.2024.06162

Morsy, M. M., Uddin, M. N., & Znidi, F. (2024). Multidisciplinary capstone senior design projects: A comparative analysis of industry–sponsored and faculty–sponsored projects using comprehensive performance metrics. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030314

Muji, A. P., Bentri, A., Jamaris, J., Rakimahwati, R., Hidayati, A., Darmansyah, D., & Hidayat, H. (2025). Unlocking potential: How project-based learning influences kindergarten motor skills. Retos, 63, 289–301. https://doi.org/10.47197/retos.v63.112107

Nasir, M., Othman, M. K. B. H., Nastiti, L. R., Annovasho, J., & Putri, V. N. (2024). Nurturing soft skills and metacognition awareness through STEAM project-based learning: A comprehensive need analysis. International Journal of Advanced and Applied Sciences, 11(11), 69–82. https://doi.org/10.21833/ijaas.2024.11.008

Pan, C. C. S. (2013). Integrating project management into project-based learning: Mixing oil and water? Proceedings of the 2013 IEEE 63rd Annual Conference International Council for Education Media, ICEM 2013. https://doi.org/10.1109/CICEM.2013.6820187

Pfennig, A., & Siegeris, J. (2025). Implementing reflections in student’s project work to enhance study performance – lessons learnt. International Conference on Higher Education Advances, 181–188. https://doi.org/10.4995/HEAd25.2025.19971

Sahoo, S., Mohanty, S., Barik, S., & Swain, S. C. (2024). Beauty industry trends and library collections: A perspective on curation and economic impact on beauty parlour workers. Indian Journal of Information Sources and Services, 14(3), 251–257. https://doi.org/10.51983/ijiss-2024.14.3.32

Sailema-Lalaleo, G., & Páez-Quinde, C. (2023). Ubiquitous learning environment with augmented reality to stimulate motor coordination. In Lecture Notes on Data Engineering and Communications Technologies (Vol. 166, pp. 587–598). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-981-99-0835-6_41

Santoso, A. M., Primandiri, P. R., Zubaidah, S., & Amin, M. (2021). The development of students’ worksheets using project-based learning (PjBL) in improving higher order thinking skills (HOTs) and time management skills of students. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012173

Son, E., & Penry, T. (2022). Variations in project-based course design. Journal of Problem Based Learning in Higher Education, 10(1), 58–73. https://doi.org/10.54337/ojs.jpblhe.v10i1.6821

Thi Van Pham, A., & Huu Tran, T. (2021). The implementation of project-based learning approach in technical courses: An investigation into students’ perceptions. ACM International Conference Proceeding Series, 124–129. https://doi.org/10.1145/3505711.3505728

Warke, A., & Kukker, A. (2023). Role of engineering projects in prospective of teaching-learning process. 2023 IEEE Pune Section International Conference, PuneCon 2023. https://doi.org/10.1109/PuneCon58714.2023.10450085

Wati, M., Alfianoor, A., Hartini, S., Dewantara, D., Misbah, M., & Rahman, N. F. A. (2024). Students’ problem-solving skills in Archimedes’ principle based on a project-based learning model. Journal of Engineering Science and Technology, 19(5), 1775–1793. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85204060491

Webster, A., Metcalf, A., Kelly, L., Bisesi, A. T., Marnik-Said, M., Colbeck, C. L., Marine, R., Vinces, M. D., Campbell, A., & Allen, T. S. C. (2022). Undergraduates’ lived experience of project-/problem-based learning in introductory biology. Advances in Physiology Education, 46(1), 162–178. https://doi.org/10.1152/ADVAN.00042.2021

Wu, X.-Y. (2024). Unveiling the dynamics of self-regulated learning in project-based learning environments. Heliyon, 10(5). https://doi.org/10.1016/j.heliyon.2024.e27335

Yam, L. H. S., & Rossini, P. (2010). Effectiveness of project-based learning as a strategy for property education. Pacific Rim Property Research Journal, 16(3), 291–313. https://doi.org/10.1080/14445921.2010.11104306

Yanes-Luis, S., Gutiérrez-Reina, D. G., & Marín, S. T. (2025). Towards a retrieval-augmented generation framework for originality evaluation in projects-based learning classrooms. Education Sciences, 15(6). https://doi.org/10.3390/educsci15060706

Yulianti, K. (2024). Promoting students’ soft skills through project-based learning in character building Pancasila course: A study in a higher education institution in Indonesia. In M. Shelley & O. T. Ozturk (Eds.), Proceedings of International Conference on Research in Education and Science (Vol. 10, Issue 1, pp. 1275–1282). The International Society for Technology Education and Science. https://files.eric.ed.gov/fulltext/ED673151.pdf

Zhang, J., Wu, J., Sun, X., Yang, Y., & Zhou, M. (2023). Technology-enabled project-based learning: Let every child embrace “good learning”. In Lecture Notes in Educational Technology: Vol. Part F1761 (pp. 93–99). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-981-99-6225-9_11

Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1202728