A Service Work Order-Based Assessment for Learning Model to Improve Practical Competence and Work Readiness of Automotive Vocational School Students

Erwin Komara Mindarta (State University of Malang)
Syarif Suhartadi (State University of Malang)
Dani Irawan (State University of Malang)
Dino Oktavia Femanda (State University of Malang)
Fitriani Fitriani (State University of Malang)
Muhammad Farhan Naufal Yanuar Rohmat Rizqillah (State University of Malang)
Nike Aulia Septianis (State University of Malang)

Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Vol 17, No 4 (2026): October

This study aimed to develop a Service Work Order (SWO)-based Assessment for Learning (AfL) model and examine its validity, practicality, and association with automotive students’ practical competence and work readiness. Research and development comprised needs analysis, instrument design, expert validation, a limited trial with 36 students, and a quasi-experimental nonequivalent pretest–posttest comparison involving 72 students in two intact classes. The intervention involved eight periodic light-vehicle maintenance sessions. Expert validity was rated 92.53%, with teacher and student practicality ratings of 90.40% and 89.50%. Mean competence rose from 64.17 to 86.39 in the experimental group and from 63.72 to 74.11 in the control group. The reported ANCOVA indicated a baseline-adjusted difference (F = 52.846, p < 0.001, partial η² = 0.433), with an experimental-group N-gain of 0.62 and a between-group Cohen’s d of 1.73. Experimental-group work-readiness scores increased descriptively from 65.22 to 86.11, but the supplied data did not permit an inferential work-readiness test. The model uses a traceable cycle of work evidence, safety checks, feedback, correction, verification, and reflection. Findings support its practical promise while warranting multiclass replication and fuller instrument-reliability reporting.