Education in Indonesia is a planned and systematic effort to enhance students’ potential and shape them into devoted, intelligent, creative, and responsible individuals, as mandated by the 1945 Constitution and regulated by Government Regulations Number 57 of 2021 and Number 4 of 2022 concerning National Education Standards. Alongside these mandates, the rapid evolution of ICT (Information and Communication Technology) has shifted educational practices, requiring schools to adopt innovative, interactive, and engaging learning processes to strengthen student motivation and improve learning outcomes [1]. Education plays a crucial role in improving human resources [2], and thus serves as a foundation for national advancement and competitiveness [3].

Teachers hold a significant role in advancing the quality of education by presenting learning activities creatively, responsively, and in accordance with students’ characteristics and learning needs [4]. Within this context, learning media function as instructional communication tools that deliver information through visual, audio, and computer-assisted forms to stimulate thinking and emotional engagement, ultimately supporting the achievement of learning objectives [5]. Previous studies indicate that technology-supported learning environments enhance students’ critical thinking, digital literacy, and problem-solving competencies [6].

Despite these developments, the implementation of technology-based learning in vocational education remains suboptimal [7]. Vocational High Schools (SMKs) are responsible for preparing students with industry-oriented competencies aligned with the skills required in employment sectors, as described in Presidential Regulation Number 68/2022 on the revitalisation of vocational education and training (President of the Republic of Indonesia, 2022). Therefore, technology integration is essential to modernize instruction and strengthen vocational relevance.

At SMK Negeri 1 Padang, particularly within the Electronics Engineering department, learning activities in the Basic Vocational Electronics course remain predominantly conventional. Classroom observations and assessment data show limited student engagement, especially in topics related to Occupational Health, Safety, and Environmental Awareness (K3LH). The learning evaluation results indicate that approximately 44% of students scored below the Learning Objective Completion Criteria (KKTP) threshold of 70. These findings highlight the need for more interactive, student-centred learning media to reinforce conceptual understanding and promote enthusiasm for learning.

Macromedia Flash has been widely recognised as an effective platform for developing interactive instructional media because it integrates text, images, audio, and animation to create enjoyable learning experiences [8]. Existing literature also suggests that interactive media improve conceptual mastery, learning motivation, and classroom participation. However, limited research has focused specifically on the development of Macromedia Flash–based learning media targeting K3LH topics within electronics education at the vocational high school level. Most studies using Flash-based media have examined general science or introductory computer-related subjects, leaving a gap in specialised electronics safety instruction. This research gap underscores the urgent need to design and validate instructional media that address the specific learning challenges at SMK Negeri 1 Padang.

Based on this identified need, the present study aims to develop interactive learning media based on Macromedia Flash for the Basic Electronics Vocational subject, focusing on K3LH. The objective is to produce valid and practical learning media that enhance learning effectiveness, increase student motivation and engagement, and improve understanding of electronics safety concepts. Moreover, the resulting product is expected to support teachers by offering technology-based instructional alternatives, benefit schools in improving educational quality, contribute to student learning outcomes, and serve as a scholarly reference for future research on interactive media development [9].

This study employed a Research and Development (R&D) approach to systematically design, validate, and evaluate instructional media. R&D was selected because it enabled the iterative creation of educational products through needs assessment, planning, development, field testing, and revision [10]. The research followed the 4-D instructional design model developed by Thiagarajan, Semmel, and Semmel (1974) [11], which consisted of four sequential stages: Define, Design, Develop, and Disseminate [12]. The complete structure of this model, including each developmental stage and its workflow, is illustrated in Figure 1. The use of this framework ensured that the development process remained structured, replicable, and aligned with instructional needs.

This section presents the outputs of each stage of the 4-D development model and reports the expert validation and student practicality findings. The results demonstrate how the instructional needs identified during the Define stage guided the product design, interface structure, prototype development, validation work, and classroom implementation.

The findings of this study demonstrate that the Macromedia Flash–based interactive learning media developed for K3LH material in vocational electronics education achieved strong levels of validity and practicality. The expert validation scores, 94.7% for material components and 94.8% for media components, indicate that the instructional content, visual structure, interface navigation, and linguistic clarity meet high academic and technical standards. These results align with the theoretical foundations of the 4D design model, which emphasizes a systematic linkage between curriculum needs, design planning, prototype refinement, and implementation to enhance instructional quality [11]. Furthermore, the rigorous validation process ensures that the media effectively reduces cognitive load while maximizing the delivery of complex technical concepts, a necessity in modern vocational pedagogy [20].

The high practicality score (85.1%) generated through the classroom field test reveals that students perceived the media as useful, enjoyable, and functionally supportive to their learning process. Students reported that interactive features, particularly multimedia simulations, independent navigation, and immediate quiz feedback, helped them understand safety-related content more effectively and promoted active participation compared to conventional classroom delivery. These findings support the assertion that interactive digital media improve conceptual mastery and stimulate motivation by providing multimodal learning paths. Within vocational learning environments, this is particularly important because instructional success requires alignment between theoretical knowledge and job-oriented safety competencies, ensuring students transition smoothly from the classroom to industrial workplace standards [21].

Furthermore, the findings provide important contributions to the instructional challenges noted in the Define stage. Approximately 44% of students previously scored below the KKTP threshold, signaling foundational weaknesses in understanding K3LH safety concepts. The improvement in student engagement during implementation suggests that Flash-based interactive tools may directly address these learning deficits by improving clarity, retention, and autonomy in the learning experience. Recent scholarship emphasizes that such technology-driven autonomy is a key driver in vocational skill acquisition, allowing students to simulate high-risk environments safely before physical practice [8], [22].

A significant implication concerns the continued relevance of Macromedia Flash. Although newer technology platforms exist, the results indicate that Flash remains effective for static animation development, navigation structuring, and quiz integration, especially in vocational schools with limited hardware infrastructure. As noted in the introduction, the technological gap between schools and classrooms in developing regions often slows educational innovation. Thus, maintaining compatibility with legacy systems supports equitable implementation and reduces the resource burden for schools adopting digital learning. This approach aligns with global efforts to bridge the digital divide in education by leveraging sustainable, low-resource software solutions [23].

Additionally, the product’s alignment with the Merdeka Curriculum competencies reinforces its strategic relevance to national education transformation efforts. By embedding active learning, personalized navigation, and job-contextualized safety training, the media supports both academic achievement and the development of employability skills. This connection demonstrates how vocational technology design can generate dual benefits: meeting curriculum requirements and promoting workplace readiness through industry-relevant instructional design [24].

However, some limitations should be acknowledged. First, practicality testing was conducted with only a single cohort of students in Grade X Electronics, limiting generalizability. Further research should implement cross-institutional testing to evaluate learning outcomes across different school types, ability groups, and demographic backgrounds. Second, the Flash platform restricts scalability to mobile operating systems, limiting wider access. Future iterations should migrate content to modern platforms such as HTML5 or mobile-responsive authoring tools to ensure cross-device functionality. Third, the present study assessed validity and practicality but did not assess learning effectiveness quantitatively using pre–post knowledge scores. Adding experimental-based measurements would yield stronger evidence of performance improvement and causal effects.

Despite these limitations, the findings affirm that Flash-based interactive learning media can serve as a robust instructional instrument for vocational electronics education. By integrating multimedia design principles, rigorous instructional modelling, and industry-relevant K3LH content, the developed system successfully bridged pedagogical gaps and enhanced learner engagement.

This research successfully developed a Macromedia Flash–based instructional media product grounded in the 4D development model to support K3LH instruction in Basic Vocational Electronics at SMK Negeri 1 Padang. The resulting media demonstrated strong empirical validation, obtaining a “Highly Valid” category from both material and media experts (94.7% and 94.8%), reflecting high accuracy, relevance, interface quality, and instructional coherence. These findings confirm that the systematic Define–Design–Develop–Disseminate progression was effective in producing structured and reliable instructional outputs.

The student practicality test further positioned the product in the “Highly Practical” category (85.1%), indicating that learners perceived the tool as accessible, engaging, and beneficial for autonomous learning. Students found that interactive animations, organized navigation, and embedded assessment improved conceptual clarity and motivation. These results indicate that integrating multimedia into K3LH instruction not only enhances participation but may also reduce classroom barriers to learning associated with conventional teaching approaches.

Overall, this study provides clear evidence that technology-enhanced instructional media can significantly strengthen vocational learning experiences and support the instructional goals of the Merdeka Curriculum. The integration of K3LH safety material into interactive multimedia forms represents a valuable advancement for vocational electronics education, particularly in addressing student engagement issues and aligning learning outcomes with industrial competency needs.

Future research should focus on expanding testing contexts, conducting comparative experimental studies to evaluate learning achievement gains, and developing platform upgrades for mobile and web-based implementation. With continued refinement, interactive instructional media has strong potential to transform the delivery of safety education, support teacher innovation, and improve student learning outcomes in vocational schools.

Author Contributions

Mutia Fatila: Conceptualization, Methodology, Software, Data Curation, Validation, Investigation, Writing – Original Draft, Writing – Review & Editing. Ilmiyati Rahmy Jasril: Supervision, Resources, Validation, Formal Analysis, Project Administration, Writing – Review & Editing. Firas Tayseer Ayasrah: Validation, Writing - Review & Editing. All authors have read and approved the final version of this manuscript.

Acknowledgments

The authors express their sincere gratitude to the Faculty of Engineering, Universitas Negeri Padang (UNP), for providing access to facilities and institutional support throughout the project. Appreciation is also extended to the participating lecturers, school partners, and students for their cooperation and contribution, which significantly strengthened this research.

Ethical Approval

This research adhered to the ethical standards established by Universitas Negeri Padang. Ethical approval was granted by the Research Ethics Committee of Universitas Negeri Padang (UNP), Indonesia, before the commencement of data collection. The research procedures involved no physical or psychological risk to participants, and measures were implemented to ensure safety, transparency, and respect for participants’ rights.

Informed Consent

Written informed consent was obtained from all participants before involvement in data collection. Participation was voluntary and free from coercion. The confidentiality of all participant identities and personal information was strictly protected, and the collected information was used solely for academic and scientific purposes.

Funding

This study received no external funding or financial support from government, institutional, or private sources. All research activities were conducted independently.

Data Availability Statement

The data supporting the findings of this study were collected directly from students using structured research procedures approved under the ethical clearance obtained. The datasets were stored securely and used exclusively for academic research.

Competing Interests

The authors declare that there are no competing financial or personal interests that may have influenced the outcomes of this work.

Generative AI and AI-Assisted Technologies Statement

Generative tools (specifically Grammarly) were used during the final writing phase solely to improve language clarity, grammar, and readability. All academic content, analysis, and conclusions remain the authors’ own original intellectual contribution.