Development and Implementation of a Problem-Based Learning Module for Vocational Power Generation Education

Abstract

Vocational education in the field of Electric Power Generation Technology (TPTL) at vocational high schools (SMK) still faces challenges in the form of a limited supply of interactive teaching materials, and lecture-based methods continue to dominate the classroom. This situation was observed in the XPBC TPTL class at SMK PGRI 3 Malang, where students were not yet accustomed to a problem-based learning approach when studying material on power generation equipment. This study aims to develop a Problem-Based Learning (PBL)-based learning module on power generation equipment, test its feasibility through expert validation, and measure improvements in student learning outcomes after the module is implemented. The development was conducted using the Research and Development (R&D) method following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The module was pilot-tested over three sessions: the first session discussed renewable energy power plants (hydroelectric, wind, and geothermal power plants) through problem-oriented syntax and student organization; the second session discussed fossil-fuel-fired power plants (coal, gas, combined-cycle, and diesel power plants) through group investigations; and the third session consisted of a case study on selecting a power plant type, concluding with a presentation of results and evaluation. Expert validation showed an average feasibility rating of 89.2%, categorized as “highly feasible,” while the average N-Gain value was 0.79, categorized as “high.” These findings confirm that the PBL-based module is feasible and effective for helping students understand the characteristics of power generation systems, while also developing their critical thinking and contextual problem-solving skills at SMK PGRI 3 Malang.

Keywords

• learning autcomes
• learning modules
• power plants
• problem-based larning