This study aimed to analyze the content of the Lubrication System Unit in Engines from the Automotive Mechanics curriculum for 11th-grade industrial students in light of knowledge patterns and Bloom’s cognitive levels. The study population consisted of the vocational curriculum textbook (Automotive Mechanics) for the 11th-grade industrial track. The study sample was limited to the Lubrication System Unit in Engines from the Automotive Mechanics curriculum for 11th-grade industrial students, divided into five lessons. To achieve the study’s objectives, two tools were used: a content analysis card for knowledge patterns and a content analysis card for Bloom’s cognitive levels. The results revealed that the concept pattern ranked first, accounting for 44% of the total knowledge patterns. Meanwhile, the procedures pattern ranked last, accounting for 15% of the total patterns. As for the inclusion percentages within Bloom’s cognitive levels, comprehension and understanding accounted for 31% of the total levels. Meanwhile, the application level appeared at 16%, ranking last. In light of the results, the study recommends and suggests that curriculum developers modify the analysis categories by enriching them with more practical exercises, discussions, and projects. It also recommends conducting further studies to include the remaining units in the targeted content and other components of the curriculum. Additionally, it suggests organizing training courses for teachers and trainers in industrial schools and vocational centers, focusing on higher-order thinking skills and strategies for their meaningful application.

Content analysis, Lubrication system in engines, Knowledge patterns

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