IMPLEMENTING A SELF-DESIGNED PROJECT LEARNING MODEL IN MACHINING ENGINEERING: A STRATEGY FOR MEETING INDUSTRY REQUIREMENTS

Abstract

Vocational education in Indonesia, particularly Mechanical Machining programs in Vocational High Schools (SMKs), faces a persistent challenge in aligning graduates’ competencies with the rapidly evolving demands of the manufacturing industry. The transition toward Industry 4.0 has accelerated the adoption of Computer Numerical Control (CNC) technologies and digital manufacturing systems, while many graduates remain predominantly skilled in conventional machining. This study aimed to implement and evaluate the effectiveness of the Self-Designed Project Learning (SDPL) model in enhancing students’ machining competencies and job readiness. A quasi-experimental design employing a non-equivalent control group approach was conducted during the 2025/2026 academic year in three public vocational schools in Bandung, Indonesia. The sample consisted of 96 eleventh-grade Mechanical Machining students, divided equally into experimental and control groups. The experimental group received instruction through a structured nine-stage SDPL model emphasizing industry needs analysis, product design, production planning, material selection, conventional and CNC machining, quality control, product evaluation, presentation, and reflection. Data were collected using technical competency tests, CNC programming assessments, soft-skills observation sheets, and job-readiness questionnaires. Statistical analyses were performed using descriptive statistics, independent-samples t-tests, and ANCOVA at a 0.05 significance level. The findings revealed that SDPL significantly improved students’ competencies compared with conventional instruction. The experimental group achieved higher post-test scores in conventional machining (84.6 vs. 73.4; p < 0.001) and CNC competencies (78.3 vs. 51.7; p < 0.001). Furthermore, students demonstrated superior soft skills and greater job readiness (82.4% vs. 56.7%). These results indicate that SDPL effectively integrates technical and employability skills, thereby strengthening the alignment between vocational education outcomes and contemporary manufacturing industry requirements.