Application of problem based learning method to master the electrical system competence

This study aims to increase the activeness and learning outcomes of students on the competence of the electrical system. The application of the Problem Based Learning (PBL) learning method is carried out in three cycles. The subjects of this study were automotive engineering students, totaling 35 students. Data collection techniques in this study used observation, learning outcomes tests, and documentation. The results showed that through the application of Problem Based Learning (PBL) learning methods could increase the activeness and learning outcomes of students in the competence to understand the electrical system. This can be seen from: (1) an increase in the learning activity of students in each cycle. Active learning in the first cycle is 50%, the second cycle is 64.3%, and the third cycle is 79.4%; (2) an increase in class average and student learning completeness. The average class in the first cycle is 68, the second cycle is 75, and the third cycle is 81. Meanwhile, the students’ learning mastery in the first cycle is 42.9%, the second cycle is 57.1%, and the third cycle is 77.1 %. So it can be concluded that there is an effect of the problem based learning method on increasing the activity and learning outcomes of students on the competence of the electrical system.