COMPARISON OF LEARNING EFFECTIVENESS BETWEEN PJBL AND PBL MODELS IN BMS FOR GRADE ELEVEN STUDENTS

Abstract

This study aims to compare the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) models in improving students’ competence in Battery Management System (BMS) material for Grade Eleven vocational high school students. The study employed a quasi-experimental method with a nonequivalent control group design involving two classes, each implementing either PjBL or PBL. Student competence was measured comprehensively across three dimensions: knowledge (pre-test and post-test), skills (practical observation sheets), and attitudes (affective assessment sheets). Competence improvement was analyzed using normalized gain (N-gain) scores, while differences in effectiveness between learning models were examined using an Independent Samples t-test on N-gain scores at a 0.05 significance level, following normality and homogeneity assumption testing. The results indicate that both learning models significantly improved students’ competence, as reflected by higher post-test scores compared to pre-test scores across all competence dimensions. However, the magnitude of improvement differed between models. The PBL group achieved a higher average N-gain score of 0.69 (moderate–high category), whereas the PjBL group obtained an average N-gain score of 0.47 (moderate category). The independent t-test results confirmed a statistically significant difference in competence improvement between the two groups (t(58) = 2.31, p = 0.024). These findings suggest that PBL is more effective than PjBL in enhancing BMS competence, particularly in conceptual understanding and analytical problem-solving skills, while PjBL remains effective in fostering collaborative and project-based practical skills.