Students' Richpeace CAD Patternmaking Performance Using Digital Flipbooks: A Pretest–Posttest Study

CAD Richpeace patternmaking requires students to perform sequential technical procedures, yet previous Richpeace learning media have been evaluated mainly in terms of feasibility and student responses rather than changes in actual practical performance. This study examined changes in students’ CAD Richpeace patternmaking performance following digital flipbook-supported learning. A quantitative pre-experimental one-group pretest–posttest design was conducted with 95 second- and fourth-semester female students in the Fashion Education Study Program at Universitas Negeri Medan. Total sampling was employed, whereby all 95 students in the accessible population were included as participants. The intervention was conducted once a week for four consecutive weeks, comprising four 60-minute learning sessions. Students’ performance was assessed using 15 indicators covering basic CAD operations, bodice, sleeve, and skirt pattern construction, dart manipulation, and pattern grading. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Wilcoxon signed-rank test, normalized gain (N-Gain), and effect size. The mean performance score increased from 40.40 (SD = 6.62) at pretest to 57.76 (SD = 6.28) at posttest. The pretest–posttest difference was statistically significant (p < 0.001), with a large within-participant effect size (r = 0.87), while the mean N-Gain was 0.517 and categorized as moderate. These findings indicate that digital flipbook-supported learning was associated with higher CAD Richpeace patternmaking performance and may serve as a structured supplementary resource for practical fashion education. However, because the intervention also involved lecturer demonstrations and laboratory practice and did not include a comparison group, the observed improvement should not be attributed solely to the digital flipbook.