Development of Car's Electric Air Conditioning System Training Kit
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Abstract
The transition of the automotive industry toward electric vehicle technology has created significant challenges for engineering and vocational education, particularly in developing students’ practical competencies to align with increasingly complex technological systems. However, instruction in automotive air-conditioning systems continues to face limitations due to the lack of practice-based instructional media that accurately reflects real-world systems. As a result, students are often unable to effectively develop practical skills and problem-solving abilities. This research aimed to: (1) design and develop an electric vehicle air-conditioning system training kit, (2) evaluate the instructional efficiency of the training kit based on the E1/E2 criterion (80/80), (3) compare students’ learning achievement before and after using the training kit, and (4) investigate students’ satisfaction with the learning activities. The study employed a Research and Development (R&D) methodology with a sample group consisting of 35 undergraduate students. The research instruments were validated for content validity (IOC = 0.99) and demonstrated good reliability (Cronbach’s alpha = 0.89). Data were analyzed using descriptive statistics and paired-samples t-test. The findings revealed that the developed training kit was rated at a good quality level (Mean = 4.42), and the instructional documents were also evaluated at a good quality level (Mean = 4.43). The instructional efficiency yielded an E1/E2
value of 84.64/82.25, which exceeded the established criterion of 80/80. Furthermore, the post-test scores were significantly higher than the pre-test scores (t = 27.09, p < .001), with a very large effect size (Cohen’s d = 4.58), indicating the substantial effectiveness of the training kit in enhancing students’ learning achievement. In addition, students reported the highest level of satisfaction with the instructional activities (Mean = 4.58).
The results indicate that the implementation of a training kit designed based on real-world systems and integrated with experiential learning approaches can effectively enhance students’ knowledge, practical skills, and attitudes. These findings provide important implications for curriculum development and workforce preparation in the electric vehicle industry.
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