Implementation of Problem-Based Learning in CAD Instruction for Automotive Engineering Students : Classroom Action Research on Engagement and Learning Outcomes

Zulfadli Zulfadli (Universitas Negeri Padang)
Mohd Azaman Md Deros (Universiti Malaysia Perlis)
Rahmadani Rahmadani (Universitas Negeri Padang)
ilham Yuliady Ilham Yuliady (Universitas Negeri Padang)

AEEJ : Journal of Automotive Engineering and Vocational Education
Vol 7 No 1 (2026): Vol 7 No 1 (2026) : AEEJ : Journal of Automotive Engineering and Vocational Educa

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.