IMPLEMENTING PROJECT-BASED LEARNING THROUGH METAL PRODUCT FABRICATION IN VOCATIONAL AUTOMOTIVE EDUCATION
Keywords:
Automotive vocational education, Metal fabrication, Occupational safety, Practical skills, Project-based learningAbstract
This study describes the implementation of Project-Based Learning (PjBL) through metal-product fabrication in the Creative Products and Entrepreneurship (CP&E) subject for Grade XI students in the Light Vehicle Engineering program. A descriptive case study was conducted with 20 students at SMK Mataram Semarang from February to May 2026 over 12 meetings. The students were organized into three groups that fabricated two long metal benches and one shoe rack. Data were obtained from a student-response questionnaire, a process-and-product assessment rubric, a 12-item teacher-response instrument, documentation, and implementation notes. The analysis of student responses focused on nine indicators of PjBL implementation. The response indicators ranged from 78% to 83%, indicating positive to very positive responses. Group 1 obtained 38 points and was categorized as very good, whereas Groups 2 and 3 obtained 34 and 33 points and were categorized as good. The teacher-response instrument yielded 43 of 48 points (89.58%) and was categorized as very good, although incomplete finishing received the lowest rating. The main constraints were limited practice time and materials, uneven participation among groups, and incomplete paintings in two groups. The findings indicate that PjBL involving metal-product fabrication can provide an authentic vocational learning experience when materials, time allocation, task distribution, safety supervision, and assessment rubrics are systematically prepared. Practically, these findings provide vocational teachers with a planning framework for selecting feasible products, organizing group roles, scheduling staged inspections, and reserving sufficient time for finishing in CP&E instruction.
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