This study developed and evaluated a STEM-based digital learning module on the Anti-lock braking system (ABS) for Technical and Vocational Education and Training (TVET), implemented in a Light Vehicle Engineering (LVE) program. This pilot study uses a Research and Development (R&D) approach guided by the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Prior to implementation, expert review was conducted to establish media and content quality. Media experts rated the module at 86.95%, highlighting strengths in interface design, software, and usefulness. Content experts rated the module at 79.68%, indicating satisfactory conceptual accuracy and pedagogical usefulness for supporting automotive competency learning, while identifying curricular alignment as the primary area requiring further improvement. The module was then piloted with 35 vocational students using a one-group pre-post test design. Learning outcomes demonstrated a statistically significant improvement in ABS knowledge, with the average score increasing from 51.49 on the pre-test to 71.81 on the post-test. The average gain was 20.32 points, representing a 39.46% improvement relative to the pre-test mean, with a very large effect size (Cohen's d = 3.67). Assuming a maximum score of 100, the normalized gain was 0.42, indicating a moderate learning gain. Overall, these results provide quantitative evidence that a STEM-oriented digital ABS module can enhance learning outcomes and support structured, interactive, and industry-relevant instruction in vocational automotive education.
Setiyawan et al. (Tue,) studied this question.