<![CDATA[Learning outcomes in the Basic Principles of Building Construction element at SMKN 5 Surabaya remain suboptimal, as indicated by students’ limited participation in learning activities. This condition is associated with teacher-centered instruction, which provides limited opportunities for students to engage actively in the learning process. One alternative approach is the Problem Based Learning (PBL) model, which encourages students to actively participate in problem-solving activities. This study aimed to determine the effect of the Problem Based Learning model on students’ learning outcomes in the Basic Principles of Building Construction element at SMKN 5 Surabaya. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. Data were collected through pretests, posttests, and student response questionnaires. Learning outcome data were analyzed using the Mann–Whitney U test, while questionnaire data were analyzed descriptively. The results showed an Asymp. Sig. (2-tailed) value of 0.030 (< 0.05), indicating a significant difference in learning outcomes between the experimental and control groups. The experimental group achieved a higher mean posttest score of 94.00 compared with 89.58 in the control group. Students also responded positively to the implementation of PBL. Therefore, Problem Based Learning has a significant effect on students’ learning outcomes and can be used as an alternative instructional model for the Basic Principles of Building Construction element.]]>
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