This study aims to examine the effectiveness of the Project Based Learning (PjBL) learning model in improving accounting learning outcomes for Vocational High School (SMK) students. This study was conducted using a qualitative descriptive method based on literature study. Data were obtained through a comprehensive analysis of various relevant scientific articles regarding the application of PjBL in accounting learning in SMK. The literature review shows that PjBL consistently provides a significant positive effect on improving student learning outcomes, both in cognitive and psychomotor aspects. This model encourages active student participation through contextual, collaborative, and problem-solving-based project work. Various studies have reported an increase in student average grades and classical learning completion rates after the implementation of PjBL. In addition, important skills such as critical thinking, communication, and teamwork skills also increase. The implementation of PjBL is an effective innovative learning strategy to improve the quality of vocational education, especially in the field of accounting, because it is able to improve learning outcomes and develop various student skills.

This study is motivated by the need to improve the quality of learning, as indicated by the Indonesian Education Report Card in 2024. PMM (Platform Merdeka Mengajar) is a digital platform designed to support teachers in implementing the Merdeka Curriculum in Indonesia. The study aims to examine the influence of PMM literacy and teacher learning leadership on teacher performance, with Professional Learning Community (PLC) effectiveness serving as a mediating variable. Data were collected from 321 teachers, selected from a population of 1,626 teachers at public junior high schools in Kendal Regency, Indonesia. The data were analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS), employing SmartPLS 4.1 as the analysis tool. The results suggest that PMM literacy and PLC effectiveness have direct effects on teacher performance, while teacher learning leadership does not have a direct effect. However, both PMM literacy and teacher learning leadership have significant indirect effects on teacher performance through PLC effectiveness. This study highlights the practical need to support PLC to promote PMM literacy and teacher learning leadership, in order to enhances teacher performance