<![CDATA[This study investigates the effectiveness of implementing the Guided Discovery Learning model in improving student learning achievements within the Fundamentals of Electrical Power course for tenth-grade learners specializing in Electrical Power Installation at a vocational high school in Padang, Indonesia. The research adopts a quantitative methodology featuring a one-group pretest-posttest design, where participants engaged with a validated multiple-choice assessment tool confirmed reliable via product-moment correlation and internal consistency checks. Descriptive statistics, normalized gain calculations, the Wilcoxon signed-rank test, and effect size analysis were applied to evaluate improvements. Findings reveal a marked enhancement in post-intervention scores compared to initial assessments, with normalized gains predominantly falling into moderate categories, alongside a subset achieving higher levels and a smaller portion showing lower progress. The Wilcoxon test indicates statistically significant differences between pre- and post-scores, while the effect size points to a substantial influence. These results affirm that Guided Discovery Learning effectively bolsters conceptual understanding of electrical principles, fosters active engagement, reduces learning disparities among vocational students, and promotes a more equitable classroom dynamic. Consequently, this student-centered approach is recommended as a viable alternative to traditional teacher-led methods in vocational settings, particularly for technical subjects like electrical fundamentals, to better align education with industry demands and enhance practical problem-solving skills.]]>
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