<![CDATA[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.]]>
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