Effectiveness of Project-Based Cooperative Learning Model in Electrical Installation Practical Courses
DOI:
https://doi.org/10.56294/saludcyt20251779Keywords:
Project-Based Cooperative Learning, Electrical Installation, Learning OutcomesAbstract
This study evaluates the effectiveness of the Project-Based Cooperative Learning (PBCL) model in enhancing student learning outcomes in practical Electrical Installation courses, focusing on its impact on technical competence, problem-solving ability, teamwork, and engagement in vocational education. Conducted during the 2024/2025 academic year at Sekolah Tinggi Teknologi Pekanbaru, Indonesia, the research employed a quasi-experimental nonequivalent control group design involving 47 Electrical Engineering students—25 in the experimental group receiving PBCL treatment and 22 in the control group following traditional instruction. The intervention lasted seven sessions, with data collected through pre- and post-tests, surveys, and interviews. Quantitative analysis revealed statistically significant improvements in the experimental group’s post-test scores, while qualitative data indicated higher levels of engagement, motivation, and perceived skill development among PBCL participants. Data normality and homogeneity tests confirmed the validity of parametric analysis, and independent sample t-tests supported the statistical significance of the findings. The study concludes that PBCL is a pedagogically effective approach for improving learning outcomes in vocational education, particularly in technical fields requiring both practical and soft skills. The results advocate for broader implementation of PBCL in technical curricula and highlight the potential for future integration of technology-enhanced strategies to further support student learning.
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Copyright (c) 2025 Yolnasdi, Wakhinuddin Simatupang, Sukardi, Rahmat Fadillah (Author)
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