Empowering Practical Skills: Introducing Contextual Project-Based Learning in Production Machinery Technology Courses

Abstract

Objectives: The objectives of this study are to create and assess the effectiveness of using the Contextual Project Based Learning (CPjBL) model for enhancing the Vocational Education students' competence in design and technology in Production Machinery Technology class. It tackles the industry demands for innovative solutions that combine theory and practice. Method: A quasi-experimental method with a non-equivalent control group design was used. The participants were assigned into two groups: experimental group with CPjBL approach and control group with conventional approach. The data were gathered by using pre-test and post-test assessments, observation sheets on student engagement and questionnaires on perceptions and satisfaction. Paired and independent t-test was used for quantitative analysis. Results: The findings revealed that the experimental group showed significantly higher improvement compared to the control group. In CPjBL, the learning achievement, engagement, and interest of students were improved. A positive aspect that was highlighted by the students was the connection between theory and practice in the model. Novelty: This study proposed a CPjBL model, which integrates real-world industrial contexts, workflows, occupational safety and health standards, production quality standards, and industry-based production planning practices into every learning stage, while drawing on the original model of PjBL. This way, there is increased convergence between learning goals and the skills needed in production machinery technology, and creativity, collaboration and problem solving are encouraged.