Problem-based learning in orthogonal projection drawing: A quasi-experimental study on vocational machining students’ technical drawing achievement

Aprilia Eka Salwa; Syahril Syahril; Eko Indrawan; Gulzhaina K. Kassymova

doi:10.24036/jptk.v9i2.50323

Authors

Aprilia Eka Salwa Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Syahril Syahril Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Eko Indrawan Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Gulzhaina K. Kassymova Abai Kazakh National Pedagogical University, Kazakhstan

DOI:

https://doi.org/10.24036/jptk.v9i2.50323

Keywords:

Machining Engineering, Orthogonal Projection, Problem-Based Learning, Technical Drawing, Vocational Education

Abstract

This study examined the implementation of Problem-Based Learning (PBL) and its effect on Grade X Machining Engineering students’ cognitive achievement in Technical Drawing, particularly orthogonal projection. The study used a quantitative quasi-experimental design with a non-equivalent control group. The participants were 70 students at SMK Negeri 5 Padang, divided into an experimental class taught using PBL and a control class taught using conventional instruction. Data were collected through pretest and post-test scores using a validated multiple-choice test on orthogonal projection. The final instrument consisted of 28 valid items with a KR-20 reliability coefficient of 0.914. Descriptive statistics, Shapiro-Wilk normality tests, Levene’s homogeneity test, and an independent samples t-test were used for data analysis. The results showed that both groups improved after instruction, but the experimental class achieved a higher increase. The mean score of the experimental class rose from 53.57 to 79.28, while the control class increased from 53.67 to 64.29. The t-test showed a significant post-test difference between groups, t (68) = -10.152, p < 0.001. These findings indicate that PBL supports stronger cognitive achievement in orthogonal projection learning by engaging students in investigation, discussion, presentation, and evaluation. The findings directly recommend PBL for visual technical topics in vocational classrooms.

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