<![CDATA[This study evaluates the effectiveness of a Project-Based Learning (PjBL) model integrated with microcontroller-based solar energy projects in improving students’ practical skills in industrial electronics and green energy applications. A quasi-experimental pre-test–post-test design was employed involving 62 students enrolled in the Practical Physics II course, divided into experimental and control groups with equivalent baseline skills. The experimental group engaged in project-based activities focused on designing, assembling, and testing microcontroller-based solar energy systems, while the control group received conventional practicum instruction. Data were collected using performance-based skill tests, structured observations, and student reflections. Results show that the experimental group achieved a substantial improvement in practical skills, increasing from 59.8 to 86.4 (gain = +26.6), whereas the control group showed a smaller improvement from 58.3 to 67.1 (gain = +8.8). Statistical analysis confirmed a significantly greater skill enhancement in the experimental group. The findings demonstrate that integrating renewable energy projects into PjBL provides a more effective and authentic practicum learning model, supporting the development of industry-relevant technical competencies aligned with sustainable development goals.]]>
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