The increasing demand for skilled professionals in technical fields such as Industrial Automation Engineering necessitates the implementation of effective teaching methods in vocational education. This study aims to evaluate the effectiveness of an Integrated STEM (Science, Technology, Engineering, and Mathematics) Project-Based Learning (PBL) model in enhancing students’ competence and employability at SMK Negeri 1 Pariaman. Employing a quasi-experimental Nonequivalent Control Group Design, the research involved 60 students divided equally into an experimental group and a control group. The experimental group received instruction through the integrated STEM-PBL approach, while the control group followed conventional teaching methods. Data were collected using pre-and post-tests, as well as qualitative surveys and interviews, to assess students’ academic performance, learning engagement, and perceptions of the educational experience. The findings revealed that students exposed to the STEM-PBL model showed significant improvements in both theoretical knowledge and practical skills, outperforming those in the control group. Additionally, qualitative data indicated that the STEM-PBL approach fostered greater student engagement, motivation, and the development of critical 21st-century skills, such as critical thinking, problem-solving, and teamwork, which are essential for success in the industrial workforce. The study concludes that integrating STEM principles with project-based learning substantially enhances vocational students’ readiness for employment by providing both cognitive and non-cognitive competencies. It recommends broader implementation of this model within vocational institutions. Future research is encouraged to explore the integration of emerging technologies to further strengthen the impact of project-based learning in technical and vocational education settings. © 2025; Los autores.
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