Implementation of Problem-Based Learning in CAD Instruction for Automotive Engineering Students : Classroom Action Research on Engagement and Learning Outcomes
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Jun 30, 2026
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Abstract
Low student engagement and modest Computer-Aided Design (CAD) learning outcomes remain challenges in automotive engineering education. This study examined the implementation of Problem-Based Learning (PBL) to support student engagement and CAD learning achievement in an Automotive Engineering course. A Classroom Action Research design was conducted in two cycles comprising planning, action, observation, and reflection. The participants were 25 Automotive Engineering students in the 2025/2026 even semester. Data were collected through observation, pre-test, post-test, and documentation, and analyzed descriptively. The results showed that learning mastery increased from 72% in Cycle I to 88% in Cycle II, while the average score increased from 70.04 to 78.48. Classroom observations also indicated more active participation in discussion, problem-solving, group work, and presentations. These findings suggest that PBL can support CAD learning achievement and student engagement in this classroom action context.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Zulfadli, Z., Md Deros, M., Rahmadani, R., & Ilham Yuliady, ilham. (2026). Implementation of Problem-Based Learning in CAD Instruction for Automotive Engineering Students : Classroom Action Research on Engagement and Learning Outcomes. AEEJ : Journal of Automotive Engineering and Vocational Education, 7(1), 97-112. https://doi.org/https://doi.org/10.24036/aeej.v7i1.320
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[21] F. Ssemugenyi and A. Hung, “Teaching and Learning Methods Compared: A Pedagogical Evaluation of Problem-Based Learning (PBL) and Lecture Methods in Developing Learners’ Cognitive Abilities,” Cogent Education, vol. 10, no. 1, Art. no. 2187943, 2023, doi: 10.1080/2331186X.2023.2187943.
[22] M. D. W. Ernawati, Yusnidar, Haryanto, E. F. S. Rini, F. T. Aldila, T. Haryati, and R. Perdana, “Do Creative Thinking Skills in Problem-Based Learning Benefit from Scaffolding?,” Journal of Turkish Science Education, vol. 20, no. 3, pp. 399–417, 2023, doi: 10.36681/tused.2023.023.
[23] L. N. d’Escoffier, A. Guerra, and M. Braga, “Problem-Based Learning and Engineering Education for Sustainability: Where We Are and Where Could We Go?,” Journal of Problem Based Learning in Higher Education, vol. 12, no. 1, pp. 18–45, 2024, doi: 10.54337/ojs.jpblhe.v12i1.7799.
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[25] S. Song and Y. C. Lai, “Blended Learning in Vocational Education: Benefits, Challenges, and Student Engagement,” Cogent Education, vol. 12, no. 1, Art. no. 2548348, 2025, doi: 10.1080/2331186X.2025.2548348.
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[2] Zulfadli, E. Baharo, W. Purwanto, E. Fernandes, and Rahmadani, “Efektivitas Pengembangan Modul Gambar Teknik Mesin Berbasis Cooperative Learning Pada Mata Kulih Menggambar Teknik,” AEEJ: Journal of Automotive Engineering and Vocational Education, vol. 4, no. 1, pp. 39–48, 2023, doi: 10.24036/aeej.v4i1.192.
[3] W. Purwanto, H. D. Saputra, D. S. Putra, Z. Abadi, A. A. Arif, and I. W. Kustanrika, “Improving Student Achievement with the Application of Smart Trainers Integrated QR Code,” AEEJ: Journal of Automotive Engineering and Vocational Education, vol. 6, no. 2, pp. 73–80, 2025, doi: 10.24036/aeej.v6i2.249.
[4] J. Singh, V. Perera, A. J. Magana, B. Newell, J. Wei-Kocsis, Y. Y. Seah, G. J. Strimel, and C. Xie, “Using Machine Learning to Predict Engineering Technology Students’ Success with Computer-Aided Design,” Computer Applications in Engineering Education, vol. 30, no. 3, pp. 852–862, 2022, doi: 10.1002/cae.22489.
[5] R. Gaha, P. M. Nicolet, M. Bricogne, and B. Eynard, “Teaching Experiments for Engineering Education Based on Cloud CAD Software,” Proceedings of the Design Society, vol. 1, pp. 2951–2960, 2021, doi: 10.1017/pds.2021.556.
[6] A. Dagman and K. Wärmefjord, “An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic,” Education Sciences, vol. 12, no. 1, Art. no. 29, 2022, doi: 10.3390/educsci12010029.
[7] M. Akhyar, F. Ihsan, Suharno, A. G. Tamrin, and Purwanto, “Development of Problem and Project-Based Learning Syntax to Improve Vocational Student Learning Outcomes,” Jurnal Pendidikan Teknologi dan Kejuruan, vol. 30, no. 1, pp. 1–19, 2024, doi: 10.21831/jptk.v30i1.53968.
[8] Muslim, Ambiyar, Wakhinuddin, Usmeldi, and A. Arif, “The Impact of Problem-Based Learning on Learning Outcomes Using the Effect Size Calculator for T-Test,” Indonesian Journal of Educational Research and Review, vol. 6, no. 3, pp. 618–633, 2023, doi: 10.23887/ijerr.v6i3.59293.
[9] H. Maksum, W. Purwanto, Siman, D. Ampera, D. Yuvenda, and H. Hasan, “Improving Problem-Solving and Communication Skills in Automotive Vocational Education through the Development of Teaching Factory Model with Problem-Based Learning (TEFA-PBL) Concept,” International Journal of Education in Mathematics, Science and Technology, vol. 12, no. 2, pp. 364–386, 2024, doi: 10.46328/ijemst.3941.
[10] I. Y. Basri, M. Giatman, M. Muskhir, H. Effendi, Ambiyar, Elfina, and T. P. Yuliardi, “Improving the Quality of Learning Through Project Based Learning (PjBL) with the STEAM Approach in CAD Courses in the Department of Automotive Engineering Universitas Negeri Padang,” INVOTEK: Jurnal Inovasi Vokasional dan Teknologi, vol. 23, no. 1, pp. 1–10, 2023, doi: 10.24036/invotek.v23i1.1068.
[11] H. Maksum, Wagino, W. Purwanto, Muslim, R. Putra, and R. D. Koto, “Quantifying the Impact of Problem-Based Learning Enhanced by E-Learning: An Advanced Statistical and Effect Size Approach in Vocational Studies,” TEM Journal, vol. 14, no. 3, pp. 2744–2754, 2025, doi: 10.18421/TEM143-75.
[12] F. Indayani, Mulyana, Z. A. Kasjib, and N. Dewi, “The Implementation of Project Based Learning Model in CAD/CAM Instruction to Improve Learning Outcomes of Mechanical Engineering Students,” International Journal of Health, Economics, and Social Sciences, vol. 7, no. 3, pp. 1331–1343, 2025, doi: 10.56338/ijhess.v7i3.8231.
[13] M. N. Ardine, S. Nur’Aini, and Wiyaka, “Classroom Action Research: Improving Student Achievement and Promoting Equity,” Media Penelitian Pendidikan: Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran, vol. 17, no. 2, pp. 415–420, 2023, doi: 10.26877/mpp.v17i2.21155.
[14] K. Smith, N. Maynard, A. Berry, T. Stephenson, T. Spiteri, D. Corrigan, J. Mansfield, P. Ellerton, and T. Smith, “Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice,” Education Sciences, vol. 12, no. 10, Art. no. 728, 2022, doi: 10.3390/educsci12100728.
[15] U. Hakim, Syamsuriyanti, S. H. B. Zaini, A. Bahri, and Suardi, “Enhancing Student Engagement, Academic Performance, and Character through Problem- and Project-Based Learning: A Cross-National Study,” International Journal of Learning, Teaching and Educational Research, vol. 24, no. 9, 2025, doi: 10.26803/ijlter.24.9.2.
[16] S. R. M. Yusop, M. S. Rasul, R. M. Yasin, H. U. Hashim, and N. A. Jalaludin, “An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA,” Sustainability, vol. 14, no. 9, Art. no. 5225, 2022, doi: 10.3390/su14095225.
[17] Y.-C. Lee, “Changes in Learning Outcomes of Students Participating in Problem-Based Learning for the First Time: A Case Study of a Financial Management Course,” The Asia-Pacific Education Researcher, vol. 34, no. 1, pp. 511–530, 2025, doi: 10.1007/s40299-024-00873-y.
[18] D. Čubela, A. Rossner, and P. Neis, “Using Problem-Based Learning and Gamification as a Catalyst for Student Engagement in Data-Driven Engineering Education: A Report,” Education Sciences, vol. 13, no. 12, Art. no. 1223, 2023, doi: 10.3390/educsci13121223.
[19] R. R. Sola-Guirado, G. Guerrero-Vacas, and Ó. Rodríguez-Alabanda, “Teaching CAD/CAM/CAE Tools with Project-Based Learning in Virtual Distance Education,” Education and Information Technologies, vol. 27, pp. 5051–5073, 2022, doi: 10.1007/s10639-021-10826-3.
[20] Y. Liu and A. Pásztor, “Effects of Problem-Based Learning Instructional Intervention on Critical Thinking in Higher Education: A Meta-Analysis,” Thinking Skills and Creativity, vol. 45, Art. no. 101069, 2022, doi: 10.1016/j.tsc.2022.101069.
[21] F. Ssemugenyi and A. Hung, “Teaching and Learning Methods Compared: A Pedagogical Evaluation of Problem-Based Learning (PBL) and Lecture Methods in Developing Learners’ Cognitive Abilities,” Cogent Education, vol. 10, no. 1, Art. no. 2187943, 2023, doi: 10.1080/2331186X.2023.2187943.
[22] M. D. W. Ernawati, Yusnidar, Haryanto, E. F. S. Rini, F. T. Aldila, T. Haryati, and R. Perdana, “Do Creative Thinking Skills in Problem-Based Learning Benefit from Scaffolding?,” Journal of Turkish Science Education, vol. 20, no. 3, pp. 399–417, 2023, doi: 10.36681/tused.2023.023.
[23] L. N. d’Escoffier, A. Guerra, and M. Braga, “Problem-Based Learning and Engineering Education for Sustainability: Where We Are and Where Could We Go?,” Journal of Problem Based Learning in Higher Education, vol. 12, no. 1, pp. 18–45, 2024, doi: 10.54337/ojs.jpblhe.v12i1.7799.
[24] S. T. Patnawar, “A Comprehensive Review on PBL and Digital PBL in Engineering Education: Status, Challenges and Future Prospects,” Journal of Engineering Education Transformations, vol. 37, no. 2, pp. 142–157, 2023, doi: 10.16920/jeet/2023/v37i2/23157.
[25] S. Song and Y. C. Lai, “Blended Learning in Vocational Education: Benefits, Challenges, and Student Engagement,” Cogent Education, vol. 12, no. 1, Art. no. 2548348, 2025, doi: 10.1080/2331186X.2025.2548348.
[26] S. Niittylahti, J. Annala, and M. Mäkinen, “Student Engagement Profiles in Vocational Education and Training: A Longitudinal Study,” Journal of Vocational Education & Training, vol. 75, no. 2, pp. 372–390, 2023, doi: 10.1080/13636820.2021.1879902.