The change of learning system from offline learning to online learning in transition phase of COVID-19 pandemic requires learning readiness and prerequisite courses to be taken and the learning model used, including Project Based Learning method (PjBL). This research aims to determine the effect of the significance and differences of prerequisite courses and student readiness on student competence to work on electrical engine repair projects (SC-WEMRP). The research takes 59 sample of students determined by using purposive random sampling method. Research form instrument described as learning readiness, monitoring sheet, checklist sheet, assessment, product assessment rubric, and product performance. Descriptive statistical techniques and Anava Two Way is used to analyze the data and test the hypotheses. The result given that there are effects and differences between students who have programmed prerequisite course and students who have not programmed prerequisite course of PjBL to SC-WEMRP as a result, students who programmed prerequisite course more highly significant than student who have not programmed prerequisite course in case of learning readiness. There is significant effect described as higher student readiness and low student readiness in project-based learning of SC-WEMRP. There is no interaction effect between prerequisite courses and student readiness to SC-WEMRP. The implication of research result can be input for the Department of Electrical Engineering in particular and other study programs related to PjBL during the transition from online learning to offline learning after COVID-19 in order to students can get optimal competence. © 2022 IEEE.
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