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The purpose of the study was to evaluate the effectiveness of Project-Based Learning in the Mechanical Engineering Department at the Polytechnic in Malaysia. This study was designed with Context, Input, Process and Product (CIPP) model. Project-Based Learning is a different approach than the traditional learning in the sense that it is a student-centered learning approach based on the principles of constructivism. This study involved a random sample of 118 students and 43 supervisors in the Mechanical Engineering Department in Polytechnic Kota Bharu Malaysia. The instrument used in this study were a set of questionnaire. In terms of finding ideas, both students and supervisors agreed that students were encouraged to assess the real problem by their supervisors. However, the supervisors were uncertain whether the students went to the library to get the ideas for their project. In addition, the supervisors were barely agreed about the creativity of the students in finding the project ideas. However, students and their supervisors believed that critical thinking and creativity were needed in the Project-Based Learning. The respondents also believed that e-SOLMS helped the students to work in group to complete the project.

Education plays a crucial role in developing human resources with the necessary character and competence to meet the demands of the future Industrial 4.0 revolution. To ensure the effectiveness of the teaching and learning process, schools require supporting facilities and infrastructure. One such component is the school bell, which helps teachers notify students of daily schedules. As technology advances, some schools have adopted an automatic school bell as an alternative to traditional bells. These automatic school bells use Arduino microcontroller technology to ring at scheduled times, automatically improving accuracy and convenience. By utilizing sound output via an Arduino-based system, every created information can be easily delivered and reached. This study follows the System Development Life Cycle (SDLC) method, a widely used system development methodology encompassing hardware and software systems. The research successfully demonstrates an automatic school bell system capable of automatically producing notification sounds, optimizing electricity consumption, and generating precise sound frequencies during teaching and learning activities. The output voltage and current results at various parts of the automatic school bell system range from 4.17 to 5.90 volts and 488 to 602 mA, respectively. At the same time, power consumption achieved about 2.07 to 3.38 Watts. An automatic school bell system simplifies ringing the school bell as it seamlessly integrates with the scheduled timetable (software). As a result, the automatic school bell now rings automatically according to the pre-defined schedule, enhancing efficiency and ensuring timely transitions between classes and breaks.

This research is motivated by the low learning outcomes of students in subjects Simple home electric lighting installation techniques, this is because the learning process is still teacher-centered. This study aims to reveal differences in student learning outcomes between jigsaw cooperative learning models with conventional models in subjects of simple home electric lighting installation techniques at SMK 1 Darul Kamal and to improve student learning outcomes. The research method used was Pre-Experiment with the research subjects of the 11th grade students of TITL SMKN 1 Darul Kamal consisting of 1 class, students were divided into 2 groups, namely the experimental group and the control group. From the results of data analysis based on the results of the t-test shows that Ho is rejected based on the significance value <α = 5% or 0.05, in the column t-test for equality of means we see in the column "sig. 2 tailed "with Equal variances assumed, the variance similarity test was obtained that both control and experimental groups had the same variant. Value "sig. 2 tailed "that is: 0.00 then it can be decided that Ho is rejected because the sig value is 0.00 <α = 0.05, so it can be concluded at the significance level (α) = 5% the control group and the experimental group do not have the same average value. So that the truth is that there are significant differences in student learning outcomes of the experimental group using the Jigsaw cooperative learning model compared to the control group students who did not use the jigsaw cooperative learning model.

Penerapan model Problem Based Learning (PBL) merupakan model pendekatan pembelajaran yang menekankan pada aktivitas siswa baik aktivitas berfikir, berperilaku dan berketerampilan dalam memecahkan suatu masalah yang dihadapi. Penelitian ini bertujuan untuk mengetahui peningkatan keaktifan siswa. Guru menyampaikan tujuan, pokok-pokok pembelajaran, melaksanakan diskusi kelompok, latihan soal, memberikan motivasi belajar dan kesimpulan pada mata pelajaran Perekayasaan Sistem Radio dan Televisi siswa kelas XI SMK Muhammadiyah 1 Banda Aceh. Penelitian ini menggunakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam 2 siklus. Setiap siklus dilakukan satu kali pertemuan dimulai dengan tahapan perencanaan tindakan, pelaksanaan tindakan, observasi tindakan dan refleksi. Metode pengumpulan data pada penelitian ini dilakukan dengan cara observasi dan tes. Analisis data dilakukan dengan perbandingan antara hasil tes pada siklus 1 dan siklus 2 dengan teknik deskriptif. Artinya dari data yang diperoleh dalam penelitian ini disajikan apa adanya kemudian dianalisis secara deskriptif untuk mendapatkan gambaran mengenai fakta yang ada dan mendiskripsikan sesuai dengan fenomena. Sedangkan untuk mengukur aktivitas siswa menggunakan sistem rata-rata kelas pada hasil evaluasi tiap siklus. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa kelas XI SMK 1 Muhammadiyah 1 Banda Aceh dalam pembelajaran mata Pelajaran Perekayasaan Radio dan Televisi mengalami peningkatan, hal ini ditunjukkan berdasarkan hasil observasi aktivitas siswa diperoleh informasi bahwa adanya peningkatan dalam aktivitas listening dari 86% menjadi 95%, oral dari 45% menjadi 80%, emotional dari 65% menjadi 88%, visual dari 40% menjadi 90%, writing dari 60% menjadi 83%, motor dari 40% menjadi 80%, dan mental dari 60% menjadi 86%. Peningkatan nilai rata-rata kelas dari siklus I ke siklus II meningkat sebesar 4,16% yaitu dari 91 menjadi 95. Pada siklus 2 kategori nilai sangat tinggi siswa meningkat dari 10 siswa menjadi 9 siswa.