Aditya Wardani, Muhammad Khumaedi, Yeri Sutopo

The Implementation of an E-Module to Improve Students’ Knowledge and Learning Achievement in the Elements of Refrigeration Instalation Systems

Introduction

The implementation of an e-module to improve students’ knowledge and learning achievement in the elements of refrigeration instalation systems. Implement an E-module to boost vocational students' knowledge and learning achievement in refrigeration installation systems. Proved feasible, practical, and effective for enhancing cooling technique skills.

Abstract

The availability of innovative, interactive, and student-centered learning media to facilitate the understanding of marketing techniques, air conditioning, and cooling systems, particularly the components of refrigeration installation systems, remains insufficient. It happened since interactive and contextual learning media at school were limited. This study aimed to develop and apply an E-module as an effective learning medium to improve students’ learning achievement in the element of refrigeration installation. The presented research adopted the ADDIE, which comprises five steps: analysis, design, development, implementation, and evaluation. The subjects of this study were XI-grade students from two different vocational schools in Central Java. The participants were divided into an experimental group (utilizing an E-Module) and a control group (receiving conventional instruction). The instruments employed included expert validation sheets, practicality questionnaires, and learning outcome tests. The data showed that the E-module was very feasible, with a practical score gained 94% and the N-Gain of the experiment class achieved 0.74 (high level category). Furthermore, the t-test showed a difference between the experimental and control classes. In conclusion, E-module was declared very feasible, practical, and effective enough to be used in vocation learning, especially on improving students’ knowledge in refrigerator installation system of cooling technique and air conditioning system such as sytem component of instalation refigerator, conceptual knowledge (understanding colling and workflow sytem), and procedural knowledge (explaining the steps for installing and maintaining the refrigeration system).

Review

This study addresses a pertinent gap in vocational education concerning the availability of interactive and student-centered learning media for complex technical subjects like refrigeration installation systems. The authors clearly identify the problem of insufficient innovative resources to facilitate understanding of these crucial components, which is a common challenge in practical skill-based learning environments. The objective to develop and implement an E-module to enhance student knowledge and learning achievement is well-articulated and directly targets this identified need, making the research highly relevant for improving pedagogical approaches in vocational schools. The methodological approach, adopting the robust ADDIE model, provides a structured framework for the E-module's development and evaluation. The study's design, employing an experimental and control group of XI-grade students from vocational schools in Central Java, allows for a comparative analysis of the E-module's effectiveness against conventional instruction. The use of expert validation, practicality questionnaires, and learning outcome tests (with N-Gain and t-test analysis) provides a comprehensive set of instruments to assess feasibility, practicality, and impact. The results, indicating a high feasibility (94% practicality score) and a significant N-Gain of 0.74 in the experimental group, strongly support the E-module's positive impact on learning achievement. In conclusion, this paper presents a valuable contribution to vocational education by demonstrating the successful development and implementation of an E-module that effectively improves students' conceptual and procedural knowledge in refrigeration installation systems. The findings confirm the E-module's feasibility, practicality, and effectiveness, making a strong case for its adoption in similar technical learning contexts. While the abstract sufficiently outlines the positive outcomes, future work could further explore the long-term retention of knowledge, the generalizability across different vocational subjects, and perhaps delve into qualitative insights on student engagement and satisfaction with the E-module. Nonetheless, this study provides a solid foundation for enhancing learning experiences in specialized technical fields.

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