Abstract
Competency learning outcomes about electrical protection systems are not optimal, due to several weaknesses in the learning process. This study aims to analyze the effect of multimedia-assisted learning on the concept mastery in protection systems. Subsequently, a quasi-experiment was carried out by integrating the mastery of concepts in the case-method and team-based project learning. The results of the study prove that multimedia-assisted learning is effective in increasing the mastery of concepts. The learning outcomes did not differ between the case method and the team-based project.
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