Mukhammad Irfan Zidni, M. Burhan Rubai Wijaya, Yeri Sutopo

Development of Electric Power Steering Devices to Improve Steering System Maintenance and Overhaul Abilities

Introduction

Development of electric power steering devices to improve steering system maintenance and overhaul abilities. Improve student learning outcomes in Electric Power Steering (EPS) with new teaching aids. This study developed and validated highly feasible and practical EPS learning tools, significantly boosting student competency.

Abstract

Observations indicate that student learning processes still lack adequate teaching aids as learning reference sources. During the learning process, students' learning outcomes on electric power steering are still lacking, which can impact learning outcomes. This study aims to analyze the feasibility of the teaching aids, evaluate their effectiveness, and assess student improvement. This study uses the ADDIE (Analysis, Define, Design, Development, Implementation, and Evaluation) development model. The results of this study are teaching aids that are suitable for use. The feasibility of the teaching aids was determined by product trials with experts and potential users. The product's feasibility test by material experts was 3.88 (very feasible) and media experts was 3.86 (very feasible). The product was tested for practical use in the learning process, with user response results indicating that the teaching aid was practical. The study showed an increase in student competency after using the teaching aid, as indicated by an average score of 45.78 for learning outcomes in the electric power steering competency. Furthermore, the independent sample t-test showed a significant difference in competency in the post-test score, with t count = 8.874. The N-gain test also showed a gain of 0.73 (high improvement category).

Review

This paper describes the development and evaluation of teaching aids aimed at improving student learning outcomes in electric power steering (EPS) competency. Employing the ADDIE (Analysis, Define, Design, Development, Implementation, and Evaluation) model, the study seeks to analyze the feasibility, evaluate the effectiveness, and assess student improvement derived from these new educational tools. While the abstract clearly outlines a pedagogical investigation into the efficacy of learning resources, there is a notable discrepancy between its content and the paper's title, "Development of Electric Power Steering Devices to Improve Steering System Maintenance and Overhaul Abilities." The title suggests a technical development project focused on physical EPS devices and their impact on practical maintenance skills, whereas the abstract focuses squarely on "teaching aids" and "student learning outcomes" within an educational context, implying a divergence in the paper's actual scope. The abstract presents several findings supporting the utility of the developed teaching aids. Feasibility was robustly established through expert reviews, with material and media experts rating the product as "very feasible" (3.88 and 3.86 respectively, though the scale's maximum is not specified). User response also indicated the teaching aid's practicality in the learning process. Evidence for increased student competency is provided, citing an average learning outcome score of 45.78, a significant difference in post-test scores (t=8.874), and a high N-gain of 0.73. While the N-gain score strongly suggests substantial improvement, the average learning outcome score of 45.78 warrants further clarification, particularly if this represents a percentage or a score out of 100, as it appears low for a post-intervention competency score, potentially creating a perceived contradiction with the "high improvement" N-gain. Overall, the study identifies a genuine need for improved educational resources in EPS and offers a structured approach to developing and evaluating them. However, the fundamental misalignment between the title and the abstract needs immediate attention, as it creates confusion regarding the paper's primary contribution—whether it's an engineering development or an educational research paper. To enhance the clarity and impact of this work, the authors should either revise the title to accurately reflect the pedagogical focus on "teaching aids" and "student learning outcomes" or provide a more explicit link between the "teaching aids" and the "development of EPS devices for maintenance and overhaul abilities." Furthermore, providing context for the average learning outcome score (e.g., pre-test scores, maximum possible score) would allow for a clearer interpretation of the reported student improvement.

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