<![CDATA[Students end-of-semester scores in Automotive Fundamentals across four Grade X Light Vehicle Engineering (TKR) classes at a public vocational high school in Tangerang City ranged from 60.0 to 62.7, below the minimum mastery criterion of 75, and classroom instruction remained teacher-centered. This study examined the effect of the discovery learning model on student learning outcomes in basic pneumatic and hydraulic systems. A quasi-experimental pretest-posttest control group design was used. Through purposive sampling, 66 students took part: 33 in class X TKR 2 as the experimental group and 33 in class X TKR 4 as the control group. Data were collected with 24 valid multiple-choice items (Kuder-Richardson 20 reliability = 0.8144) and analyzed using an independent samples t-test and normalized gain (N-Gain). The experimental group reached a mean posttest score of 87.58, compared with 81.55 in the control group (p = 0.048). The mean N-Gain was 0.79 (high) in the experimental group and 0.64 (medium) in the control group, although the experimental group started with a lower mean pretest score (37.18 versus 47.76). Discovery learning produced higher final scores and larger learning gains than conventional instruction, and teachers can apply it to Automotive Fundamentals topics that require an understanding of how components work.]]>
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