Sunarto Sunarto, Samsudin Anis, Dwi Widjanarko

Development of Articulate Storyline Interactive Learning Media to Improve Light Vehicle Engine Knowledge

Introduction

Development of articulate storyline interactive learning media to improve light vehicle engine knowledge. Enhance SMK students' light vehicle engine knowledge using Articulate Storyline interactive learning media. This feasible, practical, and effective tool significantly improves understanding.

Abstract

The learning problem of SMK N 1 Petarukan students of light vehicle engineering is the low achievement in understanding light vehicle engine materials. This research aims to develop, analyse the feasibility, practicality and effectiveness of Articulate Storyline learning media in improving students' engineering knowledge. This research uses the ADDIE development model (Analysis, Design,Development, Implementation, and Evaluation). The assessment of the feasibility of the media was carried out by three experts in the material and media, the practicality of the media in the value of 12 educators in this study72 students of class XI TKR SMKN 1 Petarukan. The results of the study show that the media that learning Articulate Storyline was declared feasible and practical. Statistical analysis showed a significant improvement after treatment. From the results of the N-gain test, the experimental class achieved an increase of 56.64% (medium category) compared to the control class of only 20.08% (low category). This shows an increase in student knowledge using the developed learning media. The Articulate Storyline interactive learning media has proven feasible and effective in improving the engineering knowledge of SMK students in light vehicle engineering.

Review

This paper presents a focused and systematic study addressing the challenge of low student achievement in light vehicle engine knowledge at SMK N 1 Petarukan. The authors undertook the development of interactive learning media using Articulate Storyline, adhering to the well-established ADDIE development model, which ensures a structured approach from analysis to evaluation. The research successfully demonstrated the media's feasibility and practicality, validated by expert material and media reviewers, as well as educators. Crucially, the study provided empirical evidence of its effectiveness, reporting a significant improvement in student knowledge within the experimental group (56.64% N-gain, medium category) compared to a control group (20.08% N-gain, low category), thereby affirming the potential of the developed media to enhance vocational education outcomes. The strengths of this research are evident in its methodical design and comprehensive evaluation. The adherence to the ADDIE model provides a robust framework for developing educational interventions, while the multi-faceted assessment — covering feasibility, practicality, and effectiveness — lends significant credibility to the findings. The quantitative measure of improvement through the N-gain test, especially when comparing experimental and control groups, offers compelling evidence of the media's positive impact. This study makes a valuable contribution by presenting a validated, interactive pedagogical tool specifically designed for a vocational education context, offering a tangible solution for improving technical understanding in specialized automotive fields. While the study successfully demonstrates the immediate effectiveness of the interactive media, there are areas that could be further explored to enhance the broader implications. The abstract provides limited detail on the specific aspects of "engineering knowledge" being improved – whether it primarily targets theoretical recall, problem-solving abilities, or practical application insights. Future research could delve into the long-term knowledge retention facilitated by the media and investigate its potential influence on the development of practical skills, beyond just theoretical understanding. Additionally, incorporating qualitative feedback from students regarding their engagement and perception of the interactive elements, or conducting a comparative analysis with other digital learning tools, could offer richer insights into the specific features that drive learning efficacy and user satisfaction. Nevertheless, this research provides a strong foundation for the application of interactive media in vocational training.

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