Nuzul Hidayat, Wakhinuddin, Remon Lapisa, Muslim, Al-Ikhlas, Jackly Muriban
The PbAR model was validated in two different experimental environments: a sociology classroom and a vocational classroom with a group of students taking two different technical courses. The results showed that after using PbAR, students saw themselves as more able to complete challenging technical tasks. Also, in both experimental environments, student performance increased after using the model. This suggests that the PbAR model is effective in helping students in vocational contexts improve the technical skills they need. The teaching model was designed to enhance students' understanding and interaction with complex technical objects, with AR applications used to assemble computer hosts and real air-conditioning systems in automobiles. The PbAR model incorporated 7 phases: (1) Problem Orientation, (2) Identification and Initial Discussion, (3) AR-Assisted Exploration and Investigation, (4) Data Collection and Analysis, (5) Solution Development and Implementation, (6) Presentation and Discussion of Results, and (7) Evaluation and Reflection. These procedures guide students in systematically resolving problems, and the AR facilitates communication and visualization. Construct validity was assessed using Confirmatory Factor Analysis (CFA), with both reliability and convergent validity also tested. The composite reliability for each syntax was greater than 0.7, and the AVE was greater than 0.5. Likert-scale questionnaires were used to obtain expert and student opinions on the project's utility. “Excellent” scores were obtained for the display quality, software engineering quality, alignment with the curriculum, presentation quality, ease of use, and language quality. The results indicate that the PbAR model is effective in enhancing learning by making the environment more interactive and enjoyable. Incorporating AR into PBL facilitates the acquisition of workplace-readiness skills and enhances students’ comprehension of concepts. The model's structured approach and technological interventions address the major challenges associated with PBL in terms of preparation time and teachers’ technological pedagogical content knowledge, thereby enhancing the overall quality of technical education. © 2026, Politeknik Negeri Padang. All rights reserved.
Department of Automotive Engineering, Universitas Negeri Padang, Indonesia; Department of Mechanical Engineering, Universitas Negeri Padang, Indonesia; Department of Islamic Studies, Universitas Negeri Padang, Indonesia; Centre for Research and Innovation, Department of Polytechnic and Community College, Putrajaya, Malaysia
