<![CDATA[Pembelajaran utilitas bangunan merupakan salah satu kompetensi inti dalam pendidikan teknik bangunan yang menuntut adanya integrasi yang seimbang antara penguasaan teori dan keterampilan praktik. Namun demikian, dalam implementasinya masih terdapat kesenjangan antara pemahaman konseptual dan kemampuan aplikatif mahasiswa. Penelitian ini bertujuan untuk mengembangkan model pembelajaran utilitas bangunan berbasis Project-Based Learning (PjBL) melalui integrasi teori dan workshop guna meningkatkan kompetensi mahasiswa. Metode yang digunakan adalah pendekatan kualitatif melalui studi literatur terhadap lebih dari 20 jurnal ilmiah yang relevan. Analisis data dilakukan menggunakan model Miles & Huberman yang meliputi tahap reduksi data, penyajian data (data display), serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis proyek yang terintegrasi dengan kegiatan workshop mampu meningkatkan kemampuan berpikir kritis, kreativitas, serta kompetensi teknis mahasiswa. Sintesis tematik menghasilkan empat tema utama, yaitu: (1) karakteristik pembelajaran utilitas bangunan, (2) efektivitas Project-Based Learning, (3) integrasi antara teori dan praktik, serta (4) penguatan kompetensi mahasiswa. Penelitian ini merekomendasikan penerapan model pembelajaran integratif sebagai pendekatan inovatif dalam pendidikan teknik bangunan. Building utilities learning requires a strong integration of conceptual understanding, system design capability, and hands-on skills related to mechanical, electrical, plumbing, HVAC, and building safety systems. The initial manuscript framed the integration of Project-Based Learning (PjBL) and workshops as an effective model; however, such an effectiveness claim must be aligned with a literature-based method that does not involve empirical testing. This study therefore aims to formulate a conceptual design of a building utilities learning model based on PjBL and workshops through a literature synthesis. The study employed a conceptual literature review design involving reference audit, source selection based on thematic relevance, and thematic synthesis through data reduction, data display, and conclusion drawing. The final corpus consisted of 23 sources covering PjBL, engineering and vocational education, practice-based learning, building utilities learning, and literature synthesis methodology. The synthesis produced five major themes: the systemic nature of building utilities, the need for authentic project tasks, the role of workshops as an experiential learning bridge, the importance of product- and performance-based assessment, and the implementation prerequisites of the model. Based on these themes, this article proposes a five-stage conceptual model: orientation and needs diagnosis, conceptual scaffolding, project planning, workshop implementation, and presentation-reflection-evaluation. The model is not claimed to be empirically effective; rather, it is proposed as a conceptual framework requiring expert validation, limited trials, and effectiveness testing in future research.]]>
