<![CDATA[Automotive vocational education requires learners to transfer technical knowledge into diagnostic and service decisions. This study examined changes in Chassis Management System brake-system competence after Problem-Based Learning (PBL)-supported instruction and whether gains converged toward high mastery. Complete paired pre-test and post-test scores from 34 Grade XI Ototronik students were analyzed using descriptive statistics, paired t testing, Wilcoxon sensitivity analysis, confidence intervals, Cohen's dz, normalized gain, mastery thresholds, and baseline-gain associations. Mean scores increased from 52.35 ± 13.27 to 92.65 ± 7.10, yielding a 40.29-point gain (95% CI 36.22-44.37), t(33)=20.13, p<0.001, dz=3.45. All students improved, 79.4% achieved high normalized gain, and 97.1% scored at least 80. Post-test dispersion decreased. PBL-supported instruction therefore coincided with large, universal gains and an upward competence-convergence pattern, although controlled studies are required for causal inference.]]>
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