Automotive Electrical Electronics courses require effective learning models that can develop both technical knowledge and 21st-century skills. E-learning approaches offer potential solutions to enhance educational outcomes in this field. This study examined the effectiveness of the Rifdarmon-Based E-Learning Model in improving learning outcomes and 4C skills (creativity, critical thinking, collaboration, and communication) in an Automotive Electrical Electronics course at Universitas Negeri Padang’s Automotive Engineering Department. The research employed an experimental design comparing an experimental group using the Rifdarmon-Based E-Learning Model with a control group using conventional learning methods. Pre-tests and post-tests were conducted to measure learning outcomes, while specialized assessments evaluated 4C skills development. The experimental group showed significant improvements in learning outcomes, with pre-test scores increasing from 69,1 to 87,2 in post-test, compared to the control group’s increase from 64,9 to 84,4. The 4C skills assessment revealed higher scores in the experimental group (86,6) versus the control group (74,95). Statistical analyses confirmed the model’s effectiveness with a large effect size (point estimate-2,511) and significant multivariate test results (F=29,356, p<0,001). The Rifdarmon-Based E-Learning Model proved effective in enhancing both learning outcomes and 4C skills development in Automotive Electrical Electronics education. The integration of e-learning with the Rifdarmon model demonstrated significant improvements in students’ academic performance and complex skill development compared to conventional learning methods. © 2025; Los autores.
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