Abstract

This study investigates the comparative effectiveness of Context-Based Learning (CBL) and Problem-Based Learning (PBL) in Electrical Engineering programs at Universitas Airlangga. With growing emphasis on active and student-centered pedagogies in engineering education, it is essential to understand how different instructional models influence student learning outcomes, engagement, and satisfaction. A mixed-methods approach was employed, involving 80 undergraduate students across two course sections, one taught using CBL and the other using PBL. Quantitative data were collected through pre-tests, post-tests, and engagement and satisfaction surveys, while qualitative data were obtained from semi-structured interviews and classroom observations. The findings reveal that CBL is more effective in enhancing cognitive engagement and conceptual understanding through structured real-world scenarios, while PBL fosters collaboration and critical thinking through open-ended problem exploration. Students in the CBL group demonstrated slightly higher academic performance, whereas those in the PBL group excelled in creative problem-solving tasks. Both models were positively received, but their success depended on student readiness, instructor expertise, and alignment with course objectives. The study concludes that rather than viewing CBL and PBL as mutually exclusive, an integrated pedagogical approach may offer optimal benefits for engineering education in Indonesia and beyond.

Concepts :

Access to Document

Citations by Year