Assessing Student Expectations, Perceived Quality, Value, and Satisfaction through PBL and Elearning Integration in Vocational Education

Wagino Wagino, Universitas Negeri Padang
Hasan Maksum, Universitas Negeri Padang
Wawan Purwanto, Universitas Negeri Padang, Indonesia
Ambiyar Ambiyar, Universitas Negeri Padang
Agariadne Dwinggo Samala, Universitas Negeri Padang
Santiago Criollo-C, Universidad de Las Américas
Rahmat Desman Koto, Universitas Negeri Paadang

https://doi.org/10.9743/JEO.2025.22.4.15

Abstract

This study investigates the efficacy of Problem-Based Learning (PBL) integrated with elearning methodologies within the context of automotive vocational education at a state university in Indonesia. Employing Covariance-Based Structural Equation Modeling (CB-SEM), we analyzed data collected from 80 undergraduate students enrolled in an automotive engineering program. These participants engaged in a comprehensive online learning ecosystem that included Learning Management Systems (LMSs), interactive digital tools, and virtual simulations. The findings indicate significant positive correlations among critical variables: student expectations had a substantial effect on both perceived quality (β = 0.82, p < 0.001) and perceived value (β = 0.76, p < 0.001), while perceived value notably influenced student satisfaction (β = 0.79, p < 0.001). Students reported heightened engagement with problem-solving activities (mean score of 4.2 out of 5.0) and enhancements in critical thinking skills (mean score of 4.1 out of 5.0) as a result of the integrated PBL-elearning approach. The model fit indices (RMSEA = 0.041, CFI = 0.993, SRMR = 0.047) further corroborate the effectiveness of the PBL and elearning combination in vocational education. These results suggest that the integration of PBL with elearning technologies significantly improves student learning outcomes and satisfaction within automotive vocational education, particularly in fostering practical problem-solving capabilities and technical skills. Future research endeavors should consider the application of this integrated approach across various vocational fields and examine its long-term effects on professional skill development.

Keywords: problem-based learning, elearning ecosystem, covariance-based structural equation modeling, vocational education, educational inequality