INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
The Implementation of Project-Based Learning (PjBL) To Improve  
Learning Outcomes in Manufacturing Technical Drawing  
Reiza Khoirunnisa., Bernadus Sentot Wijanarka., Dwi Rahdiyanta., Paryanto., Jarwopuspito., Indri  
Setiani  
Department of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University,  
Yogyakarta, Indonesia  
DOI: https://doi.org/10.47772/IJRISS.2025.91200048  
Received: 11 December 2025; Accepted: 19 December 2025; Published: 31 December 2025  
ABSTRACT  
This study aims to: (1) analyze the implementation of the Project Based Learning (PjBL) model in improving  
students' learning outcomes in the subject of Manufacturing Technical Drawing in Grade XI of vocational high  
school; (2) analyze the improvement of student competencies in the subject through the application of the  
Project Based Learning model; and (3) analyze the increase in student activity, engagement, and participation  
during project-based learning.This research employed a Classroom Action Research (CAR) method.The  
research subjects were 33 students from Class XI TP 2 at SMK Negeri 2 Yogyakarta who had experienced  
learning through the Project-Based Learning model. Cognitive learning outcomes data were obtained through  
multiple-choice tests, while skills data were collected using observation sheets assessing students’ practical  
performance. Data analysis was conducted using both quantitative and qualitative approaches.The results  
showed that: (1) the PjBL model was effective in improving students' learning outcomes, as evidenced by the  
increase in the average score from 74.09 in the pre-cycle to 77.52 in the third cycle, and the improvement in  
learning mastery from 55% to 91%. (2) Student competencies improved gradually, in terms of conceptual  
understanding, project completion, and contextual application of knowledge. (3) This model also succeeded in  
enhancing student activity and engagement, as indicated by the increase in average activity scores from 74.09  
and engagement level of 55% in the pre-cycle to 77.52 and 91% in the third cycle. Students became more  
active, responsible, and positively involved in the learning process.  
Keywords: Manufacturing Technical Drawing, Project-Based Learning, Student Learning Outcomes  
INTRODUCTION  
National Education System Law Number 20 of 2003 states that education is a learning process aimed at  
improving students' intelligence, confidence, and abilities. Quality education is crucial for developing a  
superior generation capable of competing in the workforce (Ambiyar et al., 2020). As a pillar of national  
progress, education plays a role in developing competent human resources that are adaptable to developments  
in science and technology. Vocational High Schools (SMK) are a national educational institution that must  
prioritize preparing students to choose careers, enter the workforce, acquire skills, and develop successfully in  
rapidly evolving fields that enable them to work in those fields. One of the qualities of SMK graduates is the  
ability to improve their work processes and manage their lives. SMK play a crucial role in national  
development, particularly in preparing a skilled and educated workforce needed by industry.  
However, several studies indicate that learning in vocational schools, particularly in technical subjects such as  
Manufacturing Technical Drawing, is still dominated by teacher-centered instructional methods (Rahmawati,  
2021; Nuraini & Hardinata, 2022). This approach often limits student engagement and reduces opportunities  
for students to develop problem-solving, visualization, and technical competencies. Engineering drawing,  
which requires precision, spatial visualization, and adherence to industry standards, demands active learning  
strategies that allow students to apply concepts through practice (Romadin et al., 2021).  
Page 549  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Project-Based Learning (PjBL) has been widely recognized as an effective student-centered learning model  
that promotes active participation, collaboration, and contextual problem-solving (Bell, 2010; Krajcik &  
Blumenfeld, 2021). Previous studies have shown that PjBL can improve learning outcomes, creativity, and  
vocational competencies (Sari & Budiyanto, 2022). Nevertheless, many existing studies focus on general  
vocational subjects, while empirical evidence on the implementation of PjBL specifically in Manufacturing  
Technical Drawing—particularly using CAD-based projects—remains limited.  
Student-Centered Learning (PjBL) is a student-focused learning model that enables students to gain a deeper  
understanding and actively participate in addressing real-world problems. In this model, students generate  
ideas for final assignments and solve real-world problems. This method can be used for specific student groups.  
Students engage in learning activities differently because their roles are not comprehensive. Students who  
passively participate in the learning process, simply receiving knowledge from the instructor, are less  
successful.  
Comprehensive Project-Based Learning (PjBL) evaluation assesses the attitudes, knowledge, and skills  
acquired by students throughout their studies. Project assessment is the process of assessing the amount of  
work to be completed within a specified timeframe. Project work includes planning, collecting, organizing,  
processing, and disseminating information (Surya et al., 2018). Project evaluation can be used to assess  
students' understanding, practical skills, investigative skills, and information-sharing abilities. Every form of  
learning has its advantages and disadvantages. Project-Based Learning (PjBL) helps students solve problems  
while participating in project activities. This project work also provides students with hands-on experience in  
project planning. In the future, such experiences can help students improve their learning outcomes and  
become more creative. The project-based learning (PjBL) model can improve student learning outcomes. This  
is crucial in producing vocational high school graduates who excel not only in technical skills but also possess  
soft skills such as communication, leadership, and time management. Drawing is a visual medium used to  
depict objects or ideas in two-dimensional (2D) forms, such as slides, paintings, films, opaque projections, or  
lines (Hamalik, 2017). Therefore, an optimal learning process is needed, one that not only emphasizes the  
delivery of material but also encourages student activeness so they can develop professional technical  
visualization skills (Romadin et al., 2021).  
The main problem in student competency mastery in the Manufacturing Engineering Drawing subject at SMK  
Negeri 2 Yogyakarta lies in their low ability to understand basic engineering drawing concepts and apply them  
to real-world practice. Many students still struggle to read, interpret, and draw engineering drawings according  
to industry standards, both manually and using software like AutoCAD. Visualization and precision skills, key  
to engineering drawing, are also still suboptimal. Furthermore, students tend to be passive in the learning  
process because the method used is still predominantly lecture-based and not project-based or hands-on.  
Facilities are limited, such as the relatively new learning software, meaning students have never used  
AutoCAD before. As a result, student competency achievement is uneven, with many still lacking.  
METODE  
Classroom Action Research (CAR) or Classroom Action Research was used in this study. The purpose of this  
study was to improve student learning outcomes in the subject of Manufacturing Engineering Drawing by  
using a project-based learning model. This model was chosen because this model can help teachers improve  
the learning process directly by carrying out systematic, planned, and reflective actions. The subjects in this  
study were 33 students of class XII of Machining Engineering at SMK Negeri 2 Yogyakarta who participated  
in Manufacturing Engineering Drawing learning. Data collection in this study was carried out using test,  
observation, documentation, and interview techniques. Criteria for Action Success The success of the action in  
this study was determined based on three main criteria as follows: Cognitive: At least 85% of students  
obtained a score of ≥ 75 on the learning outcome test, Affective: At least 80% of students showed high  
learning activity during the learning process based on observation and Psychomotor: At least 85% of students  
were able to complete the manufacturing engineering drawing project. Data analysis techniques in this study  
were used to process and understand the qualitative and quantitative data obtained during the classroom action.  
Quantitative data were obtained from student learning test results in each cycle, which were analyzed to  
Page 550  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
determine student learning outcomes from pre-cycle73 to cycle III. These test results were analyzed by  
calculating the average student score and the percentage of students achieving the minimum completion  
criteria (KKM), which indicates student learning outcomes.  
The research instruments used were multiple-choice questions to measure knowledge learning achievement  
and observation sheets to measure students' learning skills in manufacturing engineering drawings. The  
instruments were then tested for validity and reliability to ensure consistency in measuring student learning  
achievement. The results of the validity and reliability tests on 20 multiple-choice questions showed that 19  
were valid and reliable. Collaborative and participatory classroom action research is a type of research  
conducted collaboratively and involves the participation of various parties. Ethical considerations were  
addressed by obtaining permission from the school, informing students about the research objectives, and  
ensuring confidentiality of student data. Participation in the study did not affect students’ academic evaluation  
outside the research context.  
RESULT AND DISCUSSION  
The results indicate a consistent improvement in student learning outcomes, competencies, and learning  
engagement across the research cycles. In the pre-cycle phase, the average student score was 74.09, with only  
55% of students achieving learning mastery. Following the implementation of PjBL, student performance  
improved progressively, reaching an average score of 77.52 and a mastery level of 91% in the third cycle.  
Result  
This pre-cycle activity is conducted before the class begins to provide an initial understanding of the learning  
process and the level of student activity as well as the results of drawing exercises using CAD software. At this  
stage, the researcher aims to measure student learning outcomes before the cycle. The following are student  
learning outcomes after the pre-cycle activity. Data obtained from the documentation of teacher assessments of  
student work is used as a basis for determining the next steps in the cycle.  
Observation Stage  
Student activity and engagement also demonstrated a positive trend. Observation data revealed a shift from  
moderate participation in the pre-cycle phase to high levels of active involvement in group discussions, project  
execution, and problem-solving activities by the third cycle. Competency questionnaire results further  
confirmed improvements in students’ technical drawing skills, project completion abilities, and confidence in  
applying knowledge contextually.  
Table 1 Data Distribution of Observation Stage at Pre-Cycle, Cycle 1, Cycle 2, and Cycle  
Description  
Pre-Cycle  
27  
Cycle 1  
31  
Cycle 2  
45  
Cycle 3  
55  
Total Actual Score  
Total Ideal Score  
Percetage  
60  
60  
60  
60  
0,45%  
Fair  
0,51%  
Fair  
0,75%  
Good  
91,66%  
Good  
Category  
Competency Questionnaire  
At this stage, the researcher's goal was to determine whether students' abilities in pre-cycle activities correlated  
with learning outcomes. The questionnaire results indicated the students' competency levels in pre-cycle  
activities as follows:  
Page 551  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Table 2 Data Distribution of Competency Questionnaire at Pre-Cycle, Cycle 1, Cycle 2, and Cycle  
Category  
Very good  
Good  
Pre-Cycle  
0%  
Cycle 1  
45%  
80%  
40%  
0%  
Cycle 2  
35%  
80  
Cycle 3  
90%  
75%  
0%  
10%  
Adequate  
Poor  
85%  
35%  
5%  
55%  
0%  
Very Poor  
15%  
0%  
5%  
0%  
Student Learning Qutcomes  
At this stage, the researcher aimed to measure student learning outcomes pre-cycle. The following are student  
learning outcomes after pre-cycle activities:  
Table 3 Data Distribution of Student Learning Qutcomesat at Pre-Cycle, Cycle 1, Cycle 2, and Cycle  
Precetage  
Pre-Cycle  
78  
Cycle 1  
79  
Cycle 2  
81  
Cycle 3  
84  
Hightest Score  
Lowest Score  
68  
73  
71  
73  
Average Score  
74,09  
18  
75,85  
24  
77,45  
26  
77,52  
30  
Number of Students Complated  
Precetage of Learning Completion  
55%  
73%  
79%  
91%  
DISCUSSION  
The discussion of the results of this study focuses on improving student learning outcomes and student  
achievement in the CAD learning process. In learning activities, an atmosphere that encourages students to  
play an active role in the learning process is essential.  
The findings of this study support previous research indicating that Project-Based Learning enhances student  
learning outcomes and engagement in vocational education (Bell, 2010; Markham et al., 2021). The  
Page 552  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
improvement in student performance can be attributed to the active learning environment created through  
project-based tasks, which encourage students to apply theoretical concepts to real-world technical  
problems.Compared to traditional lecture-based methods, PjBL provides opportunities for collaborative  
learning, hands-on practice, and reflective thinking. These elements are particularly important in  
Manufacturing Technical Drawing, where spatial visualization, accuracy, and procedural skills are essential.  
The gradual improvement observed across cycles suggests that repeated exposure to project-based activities  
strengthens both cognitive understanding and psychomotor skills. This study aligns with Sari and Budiyanto  
(2022), who found that PjBL improves technical drawing competencies in vocational schools. However, this  
research extends previous findings by demonstrating the effectiveness of PjBL in CAD-based manufacturing  
drawing contexts, thereby contributing empirical evidence to a relatively underexplored area.  
The  
implementation of Project-Based Learning to Improve Learning Outcomes in Manufacturing Engineering  
Drawing in grade XI students at SMK Negeri 2 Yogyakarta resulted in improved student learning outcomes  
through projects, students mastering skills, and developing abilities by solving problems that are crucial for the  
manufacturing engineering drawing subject. The learning model in vocational schools can be increasingly  
effective and relevant to the learning needs of vocational schools. With the explanation of the data above, it  
can be concluded that the implementation of project-based learning to increase their activeness in the learning  
process and improve student learning outcomes shows that the project-based learning model in learning to  
improve learning outcomes in Manufacturing Engineering Drawing with an increase of at least 75% of  
students to obtain a score of ≥ 76.00.  
CONCLUSIONS  
Based on the research results and discussions outlined in the previous chapter, the following conclusions can  
be drawn:  
1. The Project-Based Learning (PjBL) model has been proven to improve student learning outcomes in  
Manufacturing Engineering Drawing in 11th-grade vocational high schools. This improvement is evident  
in the continuous improvement in student grades in each cycle. In the pre-cycle phase, the average student  
grade was 74.09, with a completion rate of 55%. After implementing the PjBL model, the average grade  
increased to 75.85 in Cycle I, 77.45 in Cycle II, and 77.52 in Cycle III. The learning completion rate also  
increased from 55% in the pre-cycle phase to 91% in Cycle III.  
2. The implementation of the Project-Based Learning (PjBL) model can improve student competency in  
Manufacturing Engineering Drawing. This improvement is evident in the gradual increase in students'  
average scores, from 74.09 in the pre-cycle to 75.85 in Cycle I (a 2.38% increase), then to 77.45 in Cycle  
II (a 2.11% increase), and finally to 77.52 in Cycle III (a 0.09% increase). These results indicate that  
student competencies, particularly in understanding the material, completing project assignments, and  
applying knowledge to real-world contexts, have improved through the Project-Based Learning (PjBL)  
model.  
3. The Project-Based Learning (PjBL) model is able to increase student activity, engagement, and  
involvement in learning Manufacturing Engineering Drawing. In the pre-cycle phase, students' average  
activity score only reached 74.09, with an active participation rate of 55%, indicating low student  
participation. After implementing the PjBL model, students' activity and engagement scores increased  
significantly in each cycle, reaching an average activity score of 77.52 and an engagement rate of 91% in  
cycle three. This improvement indicates that students are increasingly active, responsible, and positively  
engaged in learning, both individually and in groups. The classroom atmosphere becomes more dynamic,  
interactive, and collaborative, as students become accustomed to discussions, exchanging ideas, and  
completing projects on time.  
ACKNOWLEDGMENT  
The author realizes that the completion of this scientific work would not have been possible without the grace  
of God Almighty, as well as the assistance, guidance, and cooperation of countless parties who have assisted in  
Page 553  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
the writing of this scientific work. Therefore, the author expresses his gratitude to all those who assisted in the  
completion of this research.  
REFERENCES  
1. ANSI & ISO Standards for Engineering Drawing. (2021). ISO 128, ISO 2768, ANSI Y14.5.  
2. Arikunto, S. (2020). Research Procedures: A Practical Approach. Jakarta: Rineka Cipta.  
3. Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future.  
4. BIE/PBLPecwork Clearing House. (2021). Gold Standard Project-Based Learning: Essential Project  
Design Elements.  
5. Dimyati & Mudjiono. (2021). Learning and Teaching. Jakarta: Rineka Cipta.  
6. Djoko, M. (2021). Manufacturing Engineering Drawing for Vocational High Schools. Bandung: CV  
Armico. Ministry of Education and Culture. (2020). Workplace-Based Vocational High School  
Learning Guide. Jakarta: Directorate General of Vocational Education.  
7. Ministry of Education and Culture. (2020). Guide to Implementing Project-Based Learning in  
Vocational High Schools. Directorate General of Vocational Education, Jakarta.  
8. Ministry of Education and Culture. (2020). Classroom Action Research Guide for Vocational High  
School Teachers. Directorate General of Vocational Education.  
9. Ministry of Education, Culture, Research, and Technology. (2021). Learning Outcomes of the  
Independent Curriculum for Vocational High Schools in the Engineering and Construction Expertise  
Sector. Jakarta: Directorate General of Vocational Education.  
10. Kemmis, S., & McTaggart, R. (2021). Action Research Planner. Springer.  
11. Khoiriyah, A., & Husamah. (2020). Problem-Based Learning: Student Creativity, Learning Outcomes,  
and Student Study Load. Scientific Journal of Biology Education.  
12. Krajcik, J., & Blumenfeld, P. (2021). Project-Based Learning. In Mayer, R. (Ed.), Cambridge  
Handbook of Learning Sciences.  
13. Markham, T., Larmer, J., & Ravitz, J. (2021). Project-Based Learning Handbook: A Guide to  
Standards-Focused Project-Based Learning. Buck Institute of Education.  
14. Mulyasa, E. (2021). Becoming a Professional Teacher: Creating Creative and Enjoyable Learning.  
Bandung: Remaja Rosdakarya.  
15. Nuraini, L., & Hardinata, S. (2022). Improving Learning Outcomes Through Project-Based Learning in  
Productive Subjects. Journal of Technology and Vocational Education.  
16. Rahmawati, L. (2021). The Effect of the Project-Based Learning Model on Vocational High School  
Student Learning Outcomes. Journal of Vocational Education.  
17. Sari, N., & Budiyanto, R. (2022). Implementation of Project-Based Learning in Technical Drawing  
Learning in Vocational High Schools: A Case Study. Journal of Technology and Vocational Education.  
18. Savery, JR (2020). Overview of Problem-Based Learning: Definition and Differences. Interdisciplinary  
Journal of Problem-Based Learning.  
19. Simamora, E., & Sinaga, MS (2020). Development of a Project-Based Learning Model to Improve  
Vocational Competence in Vocational High School Students. Journal of Technology and Vocational  
Education.  
20. Siregar, R. H., Amin, M., & Yunita, I. (2023). The Effectiveness of the Project-Based Learning Model  
on Technical Drawing Skills in Vocational High Schools. Journal of Mechanical Engineering  
Education.  
21. Sudira, P. (2021). Philosophy of Vocational Education and Technology. Yogyakarta: UNY  
Press.\Sudjana, N. (2021). Assessment of Teaching and Learning Outcomes. Bandung: Remaja  
Rosdakarya.  
22. Suryadi, R., Nugroho, S., & Mulyono, H. (2021). Implementation of Digital Technology in  
Engineering Learning in Vocational High Schools. Journal of Mechanical Engineering Education.  
Page 554  
www.rsisinternational.org