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Abstract

The transition to electric and hydrogen mobility is reshaping the competencies that automotive vocational teaching requires, yet institutions with limited equipment must choose between authentic learning designs without evidence of what each produces. Indonesian research to date has built substitute learning media and reported feasibility ratings rather than measured learning. This study asks what cognitive and psychomotor gains two contrasting designs produce and how those gains compare. Two pre-experimental studies were conducted in one automotive teacher education programme in Indonesia. Study A used a time-series design across three project cycles of 200 minutes in which 15 undergraduates converted a combustion go-kart to electric propulsion, and Study B used a pretest-posttest design in a single 100-minute discovery session with a hydrogen fuel cell motorcycle prototype and 30 undergraduates. Achievement was measured with validated tests, observation rubrics, and response questionnaires, then analysed using normalised gain and paired samples tests. Project-based conversion produced a high normalised gain of .76, rising across cycles from .53 to .72 to .77, with group skills achievement of 89.3 per cent. Prototype-based instruction produced a medium gain of .68 within a single session, and every student improved. Student response reached 91.1 and 89.6 per cent. The two designs are complementary and should be selected according to available time, target competencies, and technological complexity.

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