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Vol.14, No.3, August 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Quantifying the Impact of Problem-Based Learning Enhanced by E-Learning: An Advanced Statistical and Effect Size Approach in Vocational Studies
Hasan Maksum, Wagino Wagino, Wawan Purwanto, Muslim Muslim, Rido Putra, Rahmat Desman Koto
© 2025 Wagino Wagino, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 3, Pages 2744-2754, ISSN 2217-8309, DOI: 10.18421/TEM143-75, August 2025.
Received: 08 November 2024. Revised: 22 April 2025.
Abstract:
This research examines how effectively Problem-Based Learning enhanced by E-Learning (PBL-E) functions in vocational educational settings. The investigation utilized quantitative methodology and experimental design, examining 44 automotive engineering students separated into two equal groups—one experiencing the PBL-E approach and the other receiving conventional instruction. Researchers analyzed Covariance-Based Structural Equation Modeling (CB-SEM) data and calculated effect sizes with Cohen's d. Findings reveal that PBL-E substantially enhances academic performance and student satisfaction, demonstrated by a substantial effect size indicating meaningful positive outcomes. The research also demonstrates that merging PBL with e-learning technologies improves academic results and develops crucial workplace competencies, including teamwork and problem-solving abilities. These discoveries meaningfully expand vocational education research and provide practical guidance for creating more flexible and responsive educational programs that help address disparities in educational inequality.
Keywords – Vocational education, problem-based learning, e-learning, structural equation modeling, effect size, educational inequality. |
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