<![CDATA[Digital transformation through Learning Management Systems (LMS) has expanded access to learning in higher education, but its effectiveness is highly dependent on student engagement. In vocational education, the challenges are increasingly complex because learning must integrate cognitive, affective, and psychomotor competencies relevant to industry standards. The integration of Problem-Based Learning and Teaching Factory within the LMS-based Problem-Based Teaching Factory (PBTF-LMS) framework offers a holistic approach, but the mediating mechanism of competency on student engagement has not been widely tested structurally. This study aims to analyze the effect of PBTF-LMS implementation on student engagement through the mediating role of mastery of tri-domain competencies (cognitive, affective, psychomotor) in Automotive Education students. This study uses a predictive quantitative design with a Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The sample consisted of 30 students selected purposively. Data were collected through a Likert questionnaire and LMS activity logs, then analyzed using SmartPLS 4 with outer and inner model evaluation and bootstrapping of 10,000 subsamples. The results showed that the PBTF-LMS significantly influenced all three competency domains and directly affected student engagement (R² = 0.744). The psychomotor domain was the most dominant predictor of engagement, while the affective domain demonstrated the strongest mediating effect. These findings confirm that the effectiveness of an LMS in vocational education depends on the internalization of industry competencies as a catalyst for student engagement.]]>
