Effects of Project-Based Learning (PjBL) Model on Learning Outcomes in Electrical Engineering Drawing
DOI:
10.29303/jppipa.v12i8.15830Published:
2026-08-31Downloads
Abstract
This study aims to investigate the effect of implementing the Project-Based Learning (PjBL) model assisted by the ProfiCAD application on cognitive, psychomotor, and affective learning outcomes in Electrical Technical Drawing among Class X TITL students at SMK Negeri 8 Palembang. A quantitative quasi-experimental design with a nonequivalent control group was employed. The sample consisted of 72 students, with 36 students in the experimental group receiving PjBL assisted by ProfiCAD and 36 students in the control group receiving conventional instruction. The instruments comprised a 20-item cognitive test, a nine-item psychomotor observation sheet, and affective instruments consisting of five teacher-observation items and 15 self-assessment items. The instruments were developed based on the TVET competency framework and validated using the Content Validity Ratio (CVR), with CVR = 1.00 across all domains. Rasch analysis confirmed acceptable reliability, with Person Reliability = 0.82 and Item Reliability = 0.76. Data were analyzed using the Shapiro-Wilk normality test, Levene’s homogeneity test, paired-sample t-test, independent-sample t-test, and N-Gain analysis. Results showed that the experimental group achieved a significantly higher mean posttest score than the control group (mean difference = 31.667; t = 13.079; p < 0.001), with an N-Gain of 0.72 (high category), compared with 0.28 (low category) in the control group. The highest cognitive gain occurred in the Technique domain (N-Gain = 0.788). Psychomotor outcomes reached the very skilled category, particularly in technology application (81%) and data processing (80%). Affective outcomes demonstrated very good interpersonal and teamwork abilities (81%), while safety concern achieved the highest score (82%). These findings indicate that PjBL assisted by ProfiCAD effectively enhances cognitive, psychomotor, and affective learning outcomes and supports the development of industry-ready competencies in vocational electrical engineering education aligned with TVET principles.
Keywords:
Electrical engineering drawing Learning outcomes Project-based learning Vocational educationReferences
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