This study aims to develop learning tools for project-based light vehicle engine maintenance and describe the teacher's response to the application of project-based learning tools in light vehicle engine maintenance subjects. This research is a research and development (R&D) model with ADDIE. The ADDIE development model consists of analysis, design, development, implementation, and evaluation. The results showed that the products developed were valid in terms of validity, very practical criteria in practical aspects, and very high in effectiveness aspects which had a percentage of 86.67%. Researchers can conclude that project-based learning tools on light vehicle maintenance subjects are in accordance with valid, practical and effective criteria.

Learning requires support from a reliable media, one of which can be a learning module. Based on several previous studies regarding the module, there are still some shortcomings from the module under study. So that further development of the given module is needed by adding the contents of the module using the project. This study aims to examine the development of heavy equipment technology modules including validity tests, practicality tests and project-based effectiveness tests. This research is included in Research and Development (R&D) research. The model used in this study uses the ADDIE principle, the data collection method is through questionnaires and learning outcomes tests, the data analysis is processed using a quantitative approach and described through a qualitative approach to conclude the research results, the research subjects consist of lecturers and students. The results of the research conducted on the development of PjBl-based modules meet the feasibility, in terms of aspects of validity, practicality and effectiveness. The results of the analysis of the validity aspect are 89.07% very valid criteria, the average practicality aspect is 87.92% very practical criteria. The effectiveness aspect is seen from the knowledge test and project test. The test results on 30 students have an average score of 86.67% in the good category and in the field of skills (projects) of 86.67% very high criteria. The conclusion is that the development of PjBL-based modules is able to attract attention and make students understand the material and be able to work together in groups.

The lack of total student involvement in the learning process is due to a lack of effort in finding information independently and not achieving active learning. The purpose of this study was to investigate the effect of intrinsic motivation on project-based learning in the automotive engineering education student workforce transfer system course. The method used was a quasi-experimental research design with a 2x2 factorial. The population used was students of the Automotive Engineering Department, Faculty of Engineering, Padang State University, 2020/2021 academic year. The results showed that students who applied project-based learning had higher learning outcomes than using conventional methods. This was based on the value of F_count greater than F_table, 7.866 > 3.34 at the 0.05 significance level. There is an interaction between learning methods and students' intrinsic motivation towards learning outcomes, this is evidenced by the value of F_count is greater than F_table, 7.602> 3.34 at the 0.05 significance level. There is a significant difference in student learning outcomes between project-based learning and conventional learning which has high intrinsic motivation. The final research result is that there is no significant difference in student learning outcomes between project-based learning and conventional learning which has low intrinsic motivation

Implementation of the developed Learning Implementation Plan (LIP) will result in the risk of learning not being in line with expectations if the validity of the product is not guaranteed. Thus, this research aims to investigate the validity of developing project-based lesson plans to improve effective learning outcomes. This research is research and development with a quantitative approach using the ADDIE model procedure. To obtain product validity results, the stages used are only in the development phase. The subjects in this research were 2 expert lecturers and 3 productive teachers with expertise in light vehicle engineering, and the instrument used was a feasibility questionnaire. The findings were that the project-based LIP that was developed had an average score of 88.7% in the valid category. This study concludes that it has succeeded in developing a product in the form of a valid and usable project-based lesson plan. Carrying out learning using lesson plans that are integrated with project-based learning can be an alternative to providing more meaningful learning and have a positive impact on student development.

Introduction: The Industrial Revolution 4.0 requires vocational education to adopt innovative learning approaches that integrate advanced technology with real work practices. This study aims to analyze the effectiveness of the Project-based Augmented Reality (PjBAR) model in improving the quality of learning in vocational education. Methods: Data were collected through a trial implementation of the PjBAR model compared to direct instruction. The effectiveness of the model was analyzed using effect size to determine how much influence the PjBAR model had on learning outcomes. Results: This study revealed a significant difference between the PjBAR model class and the direct instruction method. The average learning outcomes of the PjBAR class were superior to those of the direct instruction class. Effect size analysis indicated that the PjBAR model had a strong impact on improving student learning outcomes. Conclusions: This model not only improves learning outcomes and the quality of education but is also able to provide a more interesting learning experience through the integration of augmented reality technology, making it relevant to meet the needs of 21st-century learning.