Development of Project-Based Learning (PjBL) Teaching Module for the Basic of Metrology Course in the Mechanical Engineering Education Study Program at Sriwijaya University

  • Efri Meldianto Universitas Sriwijaya
  • Wadirin Wadirin Universitas Sriwijaya
  • Puteri Anggieta Cahyani Universitas Sriwijaya
  • Romy Saputra Universitas Sriwijaya
  • Ainun Maulidina Universitas Sriwijaya
  • Yogi Herdianto Universitas Sriwijaya
  • Nopriyanti Nopriyanti Universitas Sriwijaya
  • Farhan Yadi Universitas Sriwijaya
  • Mochamad Amri Santosa Universitas Sriwijaya
  • Sapitri Januariyansah Universitas Negeri Medan
Keywords: Teaching Modules, Project Based Learning, Basic of Metrology, Mechanical Engineering Education, R&D

Abstract

The focus of this research aims to design a learning module based on the principles of Project Based Learning (PjBL) for the Basic Metrology course in the Mechanical Engineering Education Study Program, Sriwijaya University. Utilizing a Research and Development (R&D) methodology, the study adopts the 4D model, encompassing the stages of Define, Design, Develop, and Disseminate. Validation by a subject matter expert produced an average rating of 3.50 (87.5%), classifying the module as highly valid. Concurrently, evaluation by a media expert yielded an average score of 3.25 (81.37%), situating it within the valid category. Furthermore, a practicality assessment derived from student feedback returned an average score of 3.32 (83.25%), which is categorized as excellent. In the component of creativity and innovation, the module received a score of 3.00 or 75%, suggesting that although the module functions well, there remains room for enhancement to further encourage students’ ability to generate new ideas.

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Submitted

2025-11-24
Accepted
2025-12-12
Published
2025-11-30
How to Cite
[1]
E. Meldianto, “Development of Project-Based Learning (PjBL) Teaching Module for the Basic of Metrology Course in the Mechanical Engineering Education Study Program at Sriwijaya University”, Vomek, vol. 7, no. 4, pp. 543-553, Nov. 2025.