Implementation of a Project-Based Inquiry Learning Model for Electrical Motor Installation: Evaluating Its Effectiveness in Vocational Education

Vocational education plays a key role in equipping students with the practical skills needed for workforce participation, particularly in technical fields like electrical motor installation. This study investigates the effectiveness of the Project-Based Inquiry Learning (PBIL) model in enhancing students’ learning outcomes in electrical motor installation within vocational education. The primary objective is to evaluate whether PBIL can improve students' technical competencies, critical thinking, problem-solving abilities, and collaborative skills, which are crucial for success in the electrical and industrial sectors. The research was conducted using a quasi-experimental design with a Nonequivalent Control Group. The experimental group (37 students) received PBIL instruction, while the control group (35 students) followed traditional teacher-centered methods. Data were collected through pre- and post-tests, practical performance assessments, surveys, and semi-structured interviews, analyzed using both quantitative and qualitative methods. The results indicate that the experimental group showed significant improvements in technical skills, problem-solving, and teamwork compared to the control group. PBIL also enhanced students’ motivation, engagement, and adaptability to technological demands. The study concludes that PBIL is an effective instructional approach for bridging the gap between theoretical knowledge and real-world application in vocational education. It is recommended that further research explore PBIL’s long-term impact and its scalability across different vocational fields. Overall, PBIL supports the development of a skilled workforce, better aligning education with industry needs.