Introduction: teaching automotive electrical systems in vocational education presents several challenges, including the abstract nature of the concepts covered and the conventional, non-interactive teaching methods. Objective: this study aims to describe analytical skills by introducing the Diagnostic Trouble Box (DTB). The research objective focuses on assessing the learning outcomes of the DTB in comparison to traditional methods. Method: this study employed a quasi-experimental design with a pretest-posttest control group, involving 86 students in the 11th-grade automotive vocational class. Students were assigned to either an experimental group, which was taught using the DTB method, or a control group trained with conventional techniques. Data collection included analytical thinking tests, with data analyzed through paired and independent sample t-tests. Results: learning with DTB significantly enhanced analytical thinking skills, especially off-set active electrical components based on diagnostics. The post-test mean score of the experimental group was 79,26 while the control group scored 68,41, resulting in a mean difference of 10,85 (p = 0,000). Improvement was most notable in the components of decision-making, systematic reasoning, and diagnostic accuracy. These findings demonstrate the reliability of DTBs for electrical diagnostics and suggest that the model may also be useful for developing other technical competencies based on data-driven problem-solving strategies. Conclusion: the study highlights the vocational relevance of the DTB model for fostering critical and evaluative competencies in advanced automotive education. It enhances diagnostic preparedness by academically justifying the integration of simulation-based learning into vocational education. © 2025; Los autores.
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