<![CDATA[Vocational graduates are expected to master technical competencies and 21st-century skills, yet learning in the Ship Outfit Construction subject at SMKN 5 Padang is still dominated by lectures and slide presentations, which limits critical thinking, motivation, and the link between theory and practice. This study developed a flipbook-based e-module integrated with Project-Based Learning (PjBL) for 2D and 3D drawing of an auxiliary-engine foundation (generator seating) and examined its validity, practicality, and effectiveness. A Research and Development approach with the ADDIE model was combined with a mixed-method, quasi-experimental nonequivalent control group design involving 40 students (20 experimental, 20 control) selected purposively. Instruments were expert validation questionnaires, practicality questionnaires, a 50-item learning-outcome test, and a 4C skills assessment. Four experts judged the e-module valid (Aiken’s V = 0.56–0.81; Cronbach’s ? = 0.817–0.951). Teachers and students rated it very practical (91.11% and 91.18%). Across the 40 students, the mean test score rose from 43.10 to 75.10. The experimental class outperformed the control class in the post-test (mean difference = 5.00, t(38) = 6.43, p < .001) and in 4C skills (t(38) = 4.25, p < .001), with a significant multivariate effect (Wilks’ ? = .158, F(2, 37) = 97.20, p < .001). The e-module is therefore a valid, practical, and promising medium for project-based learning in ship design, although the small, non-randomised sample calls for replication.]]>
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