| Summary: | Emphasizing the competence of instructors is important to understand their level of competence, especially in various teaching techniques such as Project-Based Learning (PBL). PBL is crucial because it helps students develop critical thinking skills, problem-solving abilities, and teamwork, thereby providing them with more meaningful learning experiences that are relevant to real-world situations. This study aims to identify the level of competence in implementing project-based learning among welding technology teachers in the Southern Zone. The objectives of the study include identifying the levels of knowledge, values and attitudes, as well as the skills of teachers in implementing PBL. Additionally, this study aims to evaluate the relationship between teachers' competence levels and their gender, age, and teaching experience. This study uses a quantitative design through the survey method. The sample size was selected based on the Krejcie & Morgan method (1970), involving 63 welding technology teachers from the Southern Zone. The items used in this study employ a Likert scale with four levels: strongly disagree, disagree, agree, and strongly agree. The study instrument shows very high reliability with a Cronbach's Alpha value of 0.968. The results of the study indicate that the mean value for teachers' knowledge level in implementing PBL is 3.41 (high), the mean value for values and attitudes is 3.42 (high), and the mean value for skills is 3.34 (high). There is no significant relationship between the teachers' knowledge level and gender (p=0.31), age (p=0.22), and teaching experience (p=0.61). Similarly, there is no significant relationship between the teachers' values level and gender (p=0.41), age (p=0.18), and teaching experience (p=0.19). Furthermore, the teachers' skill level also does not show a significant relationship with gender (p=0.33), age (p=0.29), and teaching experience (p=0.14). Based on the findings, several suggestions have been put forward. Among them, the Ministry of Education (KPM) should implement continuous training programs to enhance the technical proficiency and teaching approaches of welding technology teachers. Next, the TVET division (BPLTV) should offer effective teaching assistance to all teachers, regardless of their demographic factors. Additionally, teachers should continually strive to improve their technical competencies through training courses, seminars, and workshops. Finally, students need to actively participate in all PBL activities by demonstrating proactive behavior and cooperation among group members.
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