Project-Based Problem Learning: Improving Problem-Solving Skills in Higher Education Engineering Students

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https://doi.org/10.17583/rise.15125

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In engineering education, fostering problem-solving skills is essential for students to meet industry demands. Project-Based Problem Learning (PBPL) is a promising approach to enhancing these skills. This study aims to investigate the impact of PBPL on the problem-solving skills of engineering education students and explore their perceptions of PBPL. A sequential mixed-method approach combined quantitative pre-and post-test analysis with qualitative insights from interviews and questionnaires. The results indicate a significant improvement in problem-solving skills among students after implementing PBPL. Moreover, students expressed positive perceptions of PBPL, highlighting its benefits in enhancing critical thinking and collaboration. PBPL shows promise in enhancing problem-solving skills among engineering education students and has positive implications for teaching and learning in universities. The findings suggest that integrating PBPL into engineering curricula can effectively enhance students' problem-solving abilities, better preparing them for future challenges in the industry.

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Author Biographies

Muhammad Husin, Universitas Negeri Padang, Indonesia

Electronics Engineering Department

Usmeldi Usmeldi, Universitas Negeri Padang

Electrical Engineering Department

Hendri Masdi, Universitas Negeri Padang

Electrical Engineering Department

Wakhinuddin Simatupang, Universitas Negeri Padang

Automotive Engineering Department

Fadhilah Fadhilah, Universitas Negeri Padang

Mining Engineering Department

Yeka Hendriyani, Universitas Negeri Padang

Electronics Engineering Department

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2025-02-25

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Husin, M., Usmeldi, U., Masdi, H., Simatupang, W., Fadhilah, F., & Hendriyani, Y. (2025). Project-Based Problem Learning: Improving Problem-Solving Skills in Higher Education Engineering Students . International Journal of Sociology of Education, 14(1), 62–84. https://doi.org/10.17583/rise.15125

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