The rapid acceleration of digital technologies has reshaped pedagogical practices across educational systems worldwide, including Technical and Vocational Education and Training (TVET) [1], [2]. As industries increasingly rely on automation, electronics, and digital technologies, vocational schools must equip learners not only with theoretical foundations but also with the practical competencies needed to meet contemporary workforce demands [3], [4], [5]. However, many TVET classrooms, particularly in developing regions, continue to rely on teacher-centered, textbook-oriented instructional models [6], [7], which often limit students’ active engagement and hinder conceptual understanding in technical subjects [8], [9].

In Indonesia, this challenge remains prominent within vocational electronics programs [10], [11]. Subjects such as Basic Electronics require mastery of abstract, interconnected concepts, including electronic components, coding systems, and fundamental electrical laws. Without interactive and context-rich instructional support, students frequently struggle to visualize component behavior, analyze circuit functions, and apply theoretical principles to practical scenarios. Preliminary observations during the Teaching Field Practice (PLK) at SMK Negeri 5 Padang confirmed that the learning activities were predominantly lecture-based, with minimal student interaction and limited use of digital media. This condition was reflected in semester assessment results, where a substantial proportion of Grade X students failed to meet the minimum competency threshold, indicating gaps in both motivation and conceptual mastery.

Interactive multimedia learning tools have been widely recognized as effective solutions to address such learning gaps. Multimedia elements, such as animations, simulations, visual illustrations, and interactive assessments, have been shown to enhance learner motivation, reduce cognitive load, and support deeper conceptual understanding, particularly in STEM-related fields [12]. Previous studies have demonstrated that interactive learning media can significantly improve student learning outcomes, engagement, and problem-solving skills within engineering and technical subjects [13], [14]. Despite this growing body of evidence, the adoption of interactive multimedia in Indonesian vocational schools remains relatively limited due to constraints in technological expertise, resource availability, and the lack of context-specific digital learning tools.

To respond to these challenges, this study focuses on the design and development of an interactive multimedia application for the Basic Electronics subject using Adobe Animate. This platform enables the integration of vector-based animations, text, audio, and interactive quizzes into a cohesive learning environment accessible across a range of digital devices. Guided by the 4D (Define, Design, Develop, Disseminate) development model [15], [16], the research aims to produce a learning media solution that is pedagogically sound, technologically feasible, and aligned with the competency-based orientation of the Kurikulum Merdeka implemented in Indonesian vocational schools.

Two research questions guide this study:

(1) How does the implementation of Adobe Animate–based interactive multimedia influence student motivation and engagement in Basic Electronics learning?

(2) To what extent is the developed media valid, practical, and effective in enhancing learning outcomes within a vocational electronics engineering context?

By addressing these questions, the study advances digital innovation in vocational education, offering an empirically validated model for integrating interactive multimedia into technical subjects. The findings are expected to strengthen the pedagogical foundation for technology-enhanced learning (TEL) in TVET and provide actionable insights for educators seeking to modernize instructional design in electronics engineering education.

This study employed the 4D development model, consisting of Define, Design, Develop, and Disseminate [16]. The selection of this model aligns with the pedagogical challenges highlighted in the Introduction, particularly the dominance of passive learning, the lack of interactive instructional tools, and the need for competency-oriented digital media in vocational electronics education. The 4D model provides a systematic, iterative structure for producing high-quality instructional media tailored to the learning characteristics of SMK students.

This section presents the outcomes of the development process and evaluation procedures conducted through expert validation and student practicality testing. Before detailing the validation results, an overview of the final application interface is provided to illustrate the structure, appearance, and interactive features of the developed media.

The purpose of this study was to design, develop, and evaluate an interactive learning media for Basic Electronics using the 4D development framework [15], [16]. The discussion integrates findings from expert validation and student practical testing, while considering the theoretical foundations of multimedia learning [12], [20], vocational education requirements [1]–[5], and empirical evidence from previous research on technology-enhanced learning [13], [14], [18], [19].

The high validity scores obtained from both content experts (92.5%) and media experts (89.3%) indicate that the learning media align well with curricular expectations and adhere to multimedia design principles. These results are consistent with prior studies demonstrating that structured digital materials improve content accuracy and instructional coherence when developed under systematic design models (e.g., 4D or ADDIE) [15], [16]. The strong content evaluation reflects precise alignment with the Merdeka Curriculum’s competency-based approach, suggesting that the integration of animations and layered illustrations helped clarify abstract concepts, such as electronic laws and component functions [18].

From a media perspective, the favorable assessment of interface quality, navigation flow, and visual composition reinforces the relevance of Mayer’s Cognitive Theory of Multimedia Learning, which emphasizes managing cognitive load through coherent layout and meaningful visual cues [12], [20]. The minor comments related to button placement and color contrast highlight the typical iterative refinement process expected in multimedia development and fall within acceptable design improvement cycles. Thus, the validation outcomes align with the broader literature, which shows that multimedia learning tools must balance content precision and interface usability to support learners in technical domains effectively [12], [20], [21].

The high practicality score (91.7%) suggests that students perceived the media as easy to use, engaging, and supportive of their understanding. This aligns with studies in vocational education showing that interactive, visually enriched media reduce misconceptions in electronics learning, particularly among learners aged 16–17, who benefit from contextualized visual representations [18], [19]. Student responses emphasizing improved clarity and navigation effectiveness underscore the importance of designing media that supports self-paced learning, an instructional need also highlighted in the Merdeka Curriculum [3].

Moreover, the positive perceptions of interactivity and visual appeal confirm earlier findings that animation-based materials can sustain attention, reduce abstraction, and enhance comprehension of technical processes [12], [20]. The integration of quizzes within the learning flow also aligns with research demonstrating the benefits of embedded assessment for reinforcing conceptual mastery in technical subjects [18], [19].

The results indicate that the developed media addresses the instructional challenges identified during the Define phase, particularly the low student achievement rates attributed to traditional lecture-based instruction. The interactive features and structured sequencing of materials directly address the recognized need for more engaging, student-centered learning resources. Similarly, the organization of content into Passive Components, Active Components, and Basic Electronics Laws reflects the hierarchical structuring recommended for competency-based electronics instruction [18], [19].

The strong performance in both expert validation and practicality testing suggests that the 4D development model effectively ensured systematic alignment between learning objectives, content structure, interface design, and learner characteristics. This is consistent with prior research affirming the suitability of the 4D framework for creating digital instructional tools in vocational and technical education contexts [15], [16].

The findings provide several pedagogical implications for classroom practice. First, integrating animated concept explanations can serve as a supplementary resource to support differentiated instruction, allowing learners with diverse readiness levels to revisit complex material at their own pace [12], [20]. Second, the personalized interface, enabled by student name input, illustrates how digital media can foster learner identity and engagement [18].

From a technological perspective, Adobe Animate demonstrates the feasibility of producing professional, interactive learning media with readily accessible tools. The modular structure of the application also enables the integration of additional topics into the Basic Electronics curriculum without altering the core interface framework. These insights contribute to the growing body of literature advocating for dynamic, scalable media solutions in vocational education [14], [18], [19].

Although the media demonstrated high levels of validity and practicality, several limitations should be considered. The evaluation involved a relatively small sample (n = 30) and was limited to a single school context, which may limit the generalizability of the findings [10], [11]. Additionally, the study focused on perceptual measures (validity and practicality) rather than direct learning outcomes; thus, the media’s effectiveness in improving achievement or long-term retention was not assessed. Technical testing was limited to functional evaluation and did not include stress testing across different devices or network conditions, potentially affecting usability in broader classroom implementations.

Future work may extend the evaluation by incorporating experimental or quasi-experimental designs to measure the media’s impact on learning performance. Further research could also examine how students interact with different types of animations or quizzes to identify which multimedia features most significantly influence learning outcomes. Scaling the deployment to multiple schools or vocational programs would help validate the media’s usability across diverse contexts. Additionally, integrating adaptive feedback mechanisms or gamified assessment elements could further enhance student engagement and personalization.

This study developed an interactive learning media for Basic Electronics using the 4D model and demonstrated that the final product met high standards of validity and practicality, as evidenced by expert evaluations and student responses. The strong validation results indicate that the media aligns well with curriculum requirements and effectively integrates multimedia principles to support conceptual understanding of active and passive electronic components. Student responses further confirmed that the application is easy to use, visually engaging, and pedagogically supportive, highlighting its potential to enhance classroom learning experiences.

The findings suggest that interactive multimedia can meaningfully address the instructional limitations observed in traditional lecture-based practices, particularly in vocational education settings where learners benefit from visualization and hands-on exploration. While the study was limited to a single institutional context, the development framework and design approach demonstrate strong potential for broader application and adaptation to other technical subjects.

Future research should explore the media’s impact on learning outcomes, knowledge transfer, and long-term retention, and evaluate its performance across diverse learning environments and delivery platforms. Continued refinement and expansion of the media may further strengthen its contribution to technology-enhanced learning and support ongoing efforts to modernize instructional practices within vocational education.

Author Contributions

Lira Rahma Marzalius: Conceptualization, Methodology, Software, Investigation, Data Curation, Writing – Original Draft, Writing – Review & Editing. Ilmiyati Rahmy Jasril: Validation, Formal Analysis, Supervision, Writing – Review & Editing. All authors have read and approved the final version of this manuscript.

Acknowledgments

The authors extend their sincere appreciation to all parties who have supported and contributed to the development of this research. Special thanks are directed to the Faculty of Engineering, Universitas Negeri Padang, for providing the facilities and resources that enabled the successful implementation of this study.

Ethical Approval

This research was conducted in accordance with the institution's ethical standards and guidelines. Before data collection and user testing, ethical clearance was obtained from the Research Ethics Committee of Universitas Negeri Padang (UNP), Indonesia. The research involved no physical or psychological harm, and all participants were provided with clear information regarding the objectives, procedures, and their rights, including the right to withdraw at any time without penalty.

Informed Consent

Informed consent was obtained from all participants, including expert validators and student respondents, before their involvement in the study. All data were collected anonymously and maintained in strict confidence to ensure privacy and integrity. The development and testing of the interactive learning media adhered to ethical standards concerning digital content, user interaction, and educational interventions.

Funding

This research did not receive any external funding or financial support. All expenses related to developing and testing the educational media application were personally funded.

Competing Interests

The author affirms that this research does not involve any conflicts of interest. All data and information used in this study are valid and accountable.

Generative AI and AI-Assisted Technologies Statement

While preparing this manuscript, the author(s) used ChatGPT and Quillbot to enhance its readability, language, and overall structure. Following these tools, the author(s) performed a comprehensive review and editing process to ensure the content's accuracy, integrity, and quality. The author(s) accept full responsibility for the content and conclusions presented in this publication.