Nozzle Tester Teaching Tool to Enhance Learning Outcomes in Conventional Diesel Engine System for Light Vehicles
Bibliographic record
Abstract
The nozzle tester, which is commonly used in the automotive engineering program at SMK N 1 Kedungwuni, is in a leaking condition, limiting its effectiveness in supporting learning and consequently affecting student learning outcomes. This issue is the main reason for conducting research on the development of a nozzle tester using a recycled jack, aimed at enhancing the learning of conventional diesel engine systems. This study employs a Research and Development (R&D) approach with the ADDIE model for development. The research method used is a pretest-posttest group design. The findings of the study include: (1) the developed teaching tool was considered feasible by media and subject matter experts, with content validity ratio (CVR), content validity index (CVI), and percentage of agreement (PA) analyses; (2) product trials showed a high level of effectiveness, demonstrated by the Independent Sample t-Test, where the N Gain Score resulted in a significant (2-tailed) value; and (3) the reproducibility coefficient (Kr) and scalability coefficient (Ks) both indicate that the application of the nozzle tester in the conventional diesel engine system learning process is very practical. The conclusion of this study is that the nozzle tester can significantly improve the learning outcomes of conventional diesel engine systems.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".