<![CDATA[Abstract— The learning outcomes of grade X TPTU B students at SMK Negeri 3 Pariaman in the subject of Electrical Engineering Fundamentals show that more than 18 out of a total of 30 students obtained scores below the Minimum Passing Criteria (KKM). One of the factors suspected to be the cause of the low learning outcomes is the teacher-centered learning model, which tends to make students passive in the learning process. Based on this condition, improvement efforts need to be made through the implementation of the Problem-Based Learning (PBL) model to determine its impact on students' cognitive competencies.This study is an experimental research using a one-group pretest-posttest design. The research subjects were 30 students from class X TPTU B at SMK Negeri 3 Pariaman. To determine the effect of the implemented learning model, a pretest was first administered to measure students' initial abilities. Subsequently, after implementing the Problem-Based Learning model, a posttest was conducted to assess improvements in students' learning outcomes. The pretest and posttest data were then analyzed using classical completion tests and N Gain calculations. The results of the study showed that students' scores after the implementation of the Problem-Based Learning model were higher than their scores before the implementation of the Problem-Based Learning model. The results of the classical completion tests and effect size calculations indicated that the implementation of the Problem-Based Learning model could improve students' learning outcomes. ]]>
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