Innovative Learning for Automotive Engineering: A 4Cs-Based Approach to Motronic System Instruction

The purpose of this study is to raise students' comprehension of automotive engineering, particularly as it relates to Electronic Motor Control Systems, by utilizing the 4C approach, which consists of Creativity, Communication, Collaboration, and Critical Thinking. A total of twenty-five students participated in the study, which employed a quasi-experimental design. They were randomly assigned to two groups: a treatment group (n = 11) and a control group (n = 14). While the control group received conventional instruction, the treatment group underwent training based on the 4C approach. Based on Bruner's 5E Model, the learning modules incorporate simulations, practical exercises, and diagnostic tools such as On-Board Diagnostics II (OBD-II). The study results showed that the control group had an average score of 14.00 (SD = 2.572), whereas the treatment group had an average score of 18.45 (SD = 1.864). With a value of t (23) = 4.826 and p < 0.05, the independent t-test revealed significant differences between the two groups. The effect size analysis using Cohen's d yielded a value of 1.98, classified as a large effect, indicating that the 4C strategy was successful in improving students' academic performance. This study demonstrates how the 4C strategy can improve students' ability to think critically, communicate, collaborate effectively, and develop original solutions to complex technical problems. To enhance 21st-century learning, further study is suggested to investigate the use of the 4Cs in additional technical domains.