Enhancing Vocational Students’ Knowledge and Practical Skills in Industrial Control Systems through Project-Based Learning Using an Object-Sorting Conveyor Training Kit

Aim/Purpose: This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model integrated with an object selection conveyor training kit in improving the knowledge and practical skills of vocational education students in the subject of Programmable Logic Controller (PLC)-based industrial control systems. Background: Industrial control system learning based on PLCs in vocational education still faces major problems: the limitations of context-specific training kits that are not representative of real industrial processes, and the application of PjBL models that tend to be procedural and not yet fully grounded in authentic projects. This situation often leads learning activities to focus on separate exercises (task-oriented), which do not stimulate complex problem-solving and are not optimal for developing the connection between theoretical concepts and the practical skills needed in the industrial world. Therefore, integration between PjBL and systematically designed training kits is needed to make learning more meaningful and contextual. Methodology: This study used a quantitative method with a pretest–posttest nonequivalent control group quasi-experimental design. The research subjects were 64 vocational high school students majoring in Industrial Electronics, divided into an experimental class (n = 33) and a control class (n = 31). The experimental class received PjBL learning integrated with a conveyor-based object-selection training kit, while the control class used conventional PjBL. Data were collected using standardized instruments to measure knowledge (multiple-choice test instrument) and practical skills (observation sheet instrument), then analyzed using paired sample t-tests, independent t-tests, Welch’s t-tests, and effect size analysis (Cohen’s d). Contribution: This study makes empirical contributions to the development of vocational education by demonstrating that integrating PjBL with authentic practice media can significantly improve students’ knowledge and practical skills. Findings: Based on the paired-samples t-test, both groups showed significant improvement; however, using the independent t-test and Welch’s t-test, the experimental class achieved significantly higher posttest scores in knowledge and practical skills. Effect size analysis showed a large effect on knowledge improvement and a moderate effect on practical skills, confirming the pedagogical significance of the PjBL model in the learning process. Recommendations for Practitioners: Vocational education teachers and administrators are advised to integrate PjBL with industry-relevant training kits to create authentic learning experiences aligned with the needs of the world of work. Recommendation for Researchers: Further research should use a more robust experimental design, involve multiple institutions, and examine the long-term impact and development of students’ non-technical competencies, including 4C (critical thinking, creativity, collaboration, and communication) and problem-solving skills. Impact on Society: The implementation of this learning model has the potential to improve the work readiness of vocational school graduates, reduce the competency gap with industry needs, and support human resource development in the Industry 4.0 era. Future Research: Further studies could explore the application of this model across various skill competencies and the integration of new technologies, such as IoT and digital twins, into vocational learning.