(Universitas Negeri Yogyakarta, Sleman, 55281, Indonesia)
(2) Gunadi Gunadi
(Universitas Negeri Yogyakarta, Sleman, 55281, Indonesia)(3) Putu Sudira
(Universitas Negeri Yogyakarta, Sleman, 55281, Indonesia)(4) Daniel Ngolu Jiledo Maringga
(Universitas Negeri Yogyakarta, Sleman, 55281, Indonesia)(5) * Ridho Azahar
(Universitas Negeri Yogyakarta, Sleman, 55281, Indonesia)*Corresponding author
AbstractThe low ability of students to identify damage to the Fuel Injection (EFI) electrical system remains a problem in automotive learning at Vocational High Schools (SMK). Students have difficulty analysing damage symptoms, determining the components causing the damage, and comprehensively understanding the EFI system workflow. This condition indicates the need for an effective, contextual, and problem-solving learning model. This study aims to analyse the effect of the Problem-Based Learning (PBL) model on improving students' learning outcomes in identifying damage to the EFI electrical system. The method used was a quasi-experiment with a sample of students from class XII TKR 1 as the experimental class and XII TKR 2 as the control class, each consisting of 36 students. Data analysis used the independent sample t-test and Cohen's d effect size test to see the differences and effects on student learning outcomes. The results showed a significant difference in learning outcomes with a value of (p = .00 < .05). The effect size value was (d = 4.311), indicating that the application of PBL had a strong influence on students' ability to identify EFI system damage. Thus, the PBL learning model was proven to improve the learning outcomes of vocational school students.
KeywordsProblem-Based Learning; Learning Outcomes; Electric Fuel Injection
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DOIhttps://doi.org/10.33122/ejeset.v7i1.1386 |
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