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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Ummiati Rahmah
Department of Mechatronics Vocational Education, Universitas Negeri Makassar, Indonesia
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pedagogical Efficacy and Psychomotor Impact of Wokwi Simulation-Based Interactive E-Modules in Mechatronics Vocational Education Amalia Septyani Amirullah; Ummiati Rahmah; Yasser Abd Djawad
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5383

Abstract

Hands-on sensory and transducer instruction in mechatronics vocational education often faces critical bottlenecks, including high hardware costs, component susceptibility to operational damage, and restricted physical laboratory hours. While virtual simulation tools have emerged as potential solutions, existing digital instructional media frequently lack structured pedagogical frameworks, functioning merely as digitized static manuals. This study evaluates the pedagogical efficacy, content validity, and user engagement of a novel interactive E-Module integrated with the Wokwi web-based simulator for higher education sensors and transducer practical courses. Utilizing a Research and Development (R&D) design grounded in the 4D model (Define, Design, Develop, Disseminate)—scoped to the Develop phase—and Tessmer's formative evaluation framework, the instructional media was systematically constructed and refined. Content validity was evaluated by an expert panel using Aiken’s Content Validity Index (V), yielding high content validity (V = 0.94 for material completeness; V = 0.91 for media usability). Formative testing across iterative phases—one-to-one evaluation (N=6), small-group trial (N=15), and field evaluation (N=25)—demonstrated significant progressive increases in student perceptual engagement and technical usability (mean scores rising from 78.05% to 89.57%). Quantitative synthesis confirms that integrating real-time Wokwi code execution bridges the gap between abstract circuit logic and physical sensor responses, substantially decreasing student cognitive load during micro-programming tasks. Limitations regarding the absence of haptic physical calibration and signal noise in pure virtual environments are critically acknowledged, offering clear empirical directions for blended laboratory implementation.
Inquiry-Based Microsoft MakeCode Integration for Enhancing Technical Competencies in Vocational Basic Electronics Engineering Ibnu Qayyum Abdullah; Ummiati Rahmah; Saharuddin Saharuddin
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5385

Abstract

Modern vocational education demands an effective synthesis between conceptual understanding and practical technical execution. However, traditional lecture-centric pedagogy in Basic Electronics Engineering often results in low performance due to abstract circuit logic. This quasi-experimental study investigated the effectiveness of integrating Microsoft MakeCode block-based simulation within an inquiry-based framework. Conducted over six weeks, the study involved two tenth-grade classes at Vocational School 10 Makassar: an experimental group (n = 24) utilizing inquiry-based MakeCode simulation and a control group (n = 21) receiving direct instruction. Data were collected via expert-validated 20-item achievement tests (Cronbach’s α = 0.829) and observation sheets. Post-intervention results demonstrated significant gains: the experimental group achieved a mean post-test score of 82.29 ± 6.64 (pre-test: 46.88 ± 9.08), while the control group reached 67.86 ± 9.24 (pre-test: 44.52 ± 8.65). An Independent Samples t-test revealed a statistically significant difference favoring the experimental cohort (t (43) = 6.002, p < 0.001, Cohen’s d = 1.79), supported by paired-samples analysis (t (23) = -19.572, p < 0.001). The experimental group attained a mean normalized gain of 0.66 (66.76%) and an 89.4% student engagement rate. Integrating visual block-programming simulation within inquiry cycles bridges abstract schematic theory and hands-on system logic, offering a scalable instructional model for Industry 4.0 Technical and Vocational Education and Training.
Co-Authors Amalia Septyani Amirullah Ibnu Qayyum Abdullah Saharuddin Saharuddin Yasser Abd Djawad