<![CDATA[The stereotype that automotive is a male-dominant domain limits the access, participation, and technical experience of female students in educational workshops. This study aims to develop and test a Gender-Friendly Automotive Training Model to improve workshop service competence and quality for prospective female mechanics. The study used a design-implement-evaluate approach involving 48 grade XI TKRO students, consisting of 12 females, 36 males, and four teachers. The research stages included needs analysis, model development, expert validation, limited trials, revisions, and effectiveness tests. Data were collected through tests, observations, questionnaires, interviews, service audits, and documentation, then analyzed using descriptive statistics, Paired Samples t-Test, N-gain, and Cohen’s d. The results showed model feasibility at 91.80%, implementation at 92.26%, teacher practicality at 92.14%, and female student responses at 91.75%. Cognitive competence increased from 63.42 to 84.58, psychomotor competence from 65.17 to 87.08, participation from 2.92 to 4.42, self-confidence from 3.08 to 4.46, service quality from 3.12 to 4.61, and work readiness from 3.04 to 4.38. All increases were significant (p < 0.001), with an average N-gain of 0.69 and Cohen's d of 2.31. These findings provide preliminary evidence that the model is feasible, practical, and associated with improved competence and gender-responsive workshop services.]]>
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