Search Results for
"Engineering education"

Conceptual understanding is one of the most difficult issues in teaching physics. This study investigated the effect of adopting cooperative learning and Internet reciprocal teaching (IRT) on science, technology, engineering and mathematics (STEM) literacy (physics) in secondary school by comparing the cooperative method with the IRT strategy and traditional method. A quasi-experimental research method was adopted. The data were analyzed using SPSS software. Participants were 60 physics students from 12th-grade secondary schools. In this study, two intact classes were involved: the experimental group consisting of 30 students taught with the cooperative technique and the IRT strategy and the control group comprising 30 students taught with the traditional method. After adjusting for word problem-solving pre-test scores for STEM literacy (physics), the two-way MANCOVA results indicate that the cooperative method with the IRT strategy has a significant effect at p <.05 level. Results show that employing the cooperative method, specifically the IRT strategy, significantly impacts students’ attitudes toward learning STEM literacy, particularly in comprehending physics concepts and vocabulary for solving STEM-related word problems. This study holds relevance for policymakers, urging them to endorse the integration of the cooperative method with the IRT strategy within educational institutions. Furthermore, it underscores implications for teachers’ instructional approaches within the classroom setting. Overall, this study suggests that using cooperative learning alongside IRT can effectively enhance students’ STEM literacy (physics). By promoting collaboration, critical thinking and active engagement, this approach aids in preparing students for prospective careers in STEM fields and fosters a positive attitude toward learning STEM. © The Author(s) 2024.

This study aimed to determine the needs of prospective elementary school teacher students in using the STEM (Science, Technology, engineering, and Mathematics) approach and to produce STEM-based digital assessment application products that follow the independent curriculum. The methods used were interviews, Focus Group Discussions with lecturers and students of Elementary School Teacher education at Universitas Muria Kudus, and literature studies. FGD was chosen as a substitute for direct trials in the field and became the basis for validating the feasibility of product development. The results show that students as prospective teachers do not yet have experience and knowledge of references with the STEM approach used in learning and the required assessment instruments according to the independent curriculum. The FGD process found that the STEM approach can be made in a web-based digital assessment application that is considered easy to use anywhere and anytime. The conclusion obtained is that the application of STEM-based digital assessment is an application that provides a source of reference on digital literacy and STEM, as well as creates assessment instruments that students can use as prospective teachers in implementing STEM-based digital assessments. © 2024 The Authors.

Objective: This study aimed to analyze students' response to the use of computational thinking from the perspective of computational tools and to analyze the influence of gender on students' computational thinking skills. Method: Research design using a comparative approach with data collection techniques involved a survey using a Likert scale questionnaire comprising 25 items, covering five dimensions of computational thinking skills: abstraction, decomposition, algorithm thinking, evaluation, and generalization. The study subjects involved five classes: physics, physics education, geography, mining engineering, and vocational-technical education, focusing on students' ability to analyze data using JASP and IBM SPSS. The data analyze methods included: (1). Comparative Analyze; (2). Correlation analyzes (Spearman); (3). Chi-square test. Finding: The results showed that the computational thinking skills of students from various classes varied, with significant correlations between the skill dimensions. Physics and Physics education stood out with exemplary achievements, while Geography and Mining engineering also showed good progress. The vocational-technical education program displayed nearly perfect correlations in all aspects of computational thinking skills. Meanwhile, from the gender aspect, gender significantly influenced computational thinking skills (Sig<0.00). The analyze highlighted the differences in computational thinking skills between classes and the significant influence of gender. Implication: This emphasized the importance of developing computational thinking skills in higher education and the need for inclusive approaches to enhance computational excellence among students. The implications of this study give valuable insights for improving the teaching of computational thinking in physics education. Steps that might be addressed include identifying and enhancing weak components, such as abstraction and generalization, and using particular tactics to increase students' knowledge. © 2024, Qubahan. All rights reserved.

Recent scientific works have shown that students’ interest in physics is declining. Given the importance of physics in the development of science and technology, it is obvious that a reduction in the number of specialists in this field causes concern in the economy of any country. Therefore, at present, the organization of advanced STEAM experiments and the effective use of STEAM educational software are becoming increasingly important in the education systems of developed countries. The purpose of this study is to assess the impact of using the STEAM project method, integrative scientific and technological, engineering, art, and mathematical education (STEAM), on the development of interest among students in the field of physics. The study was attended by 212 second-year students from Kazakh-Turkish University named after Khoja Ahmed Yasawi and South Kazakhstan University named after M. Auezov. Research work was carried out in both groups during the training of the course "Alternative energy sources.” In the control group, this course was taught in a traditional way, and in the experimental group, classes based on STEAM projects were conducted. The educational process continued for 15 weeks. Pre-and post-participation calculations, especially surveys and progress calculations, are used to create student scores. The results of the study indicate that STEAM products developed by the authors together with students and used in the educational process are effective. The increase in progressive results in the observation of the physics parse was high, and the progressives were included. Student relationships in physics increased by 35% in the experimental group compared to the previous 10%. Through the implementation of the STEAM projects, it was noticed that students’ interest in physics increased significantly. This article presents STEAM educational resources and materials developed by the authors and recommendations for their use in the educational process. © 2024, Qubahan. All rights reserved.

Purpose: This research aims to elucidate the complex relationships among internship learning performance, problem-solving efficacy, and their determinants by simultaneously examining a key variable that may moderate these relationships. Design/methodology/approach: This study carried out its empirical examination by surveying graduate students at a prestigious university in Taiwan. The investigation selected two programs from the College of Management and another two from the College of engineering within the university through a random sampling approach. The selection of research participants from the domains of management and engineering is well-suited to this study’s objectives, given the pronounced prevalence of internships in these fields. Of the 280 questionnaires, 234 usable questionnaires were finally collected for a response rate of 83.57%. Findings: The findings of this study show that learning goal orientation and communication skill learning both represent critical motivations that directly dominate the growth of problem-solving efficacy to ultimately boost learning performance. At the same time, the positive moderation of learning climate suggests the learning climate as an accelerator for learning autonomy that boosts interns’ problem-solving efficacy more strongly. Originality/value: This study presents an expansion of the social learning theory’s conventional focus on general self-efficacy beliefs by delving into the realm of internships as a unique research context to explore problem-solving efficacy as a distinct facet of self-efficacy. Within this context, the study integrates the mediating role of problem-solving efficacy into the learning dynamics of internships, where interns engage in both learning goal orientation and communication skill learning. By concentrating on the internship setting within the workplace, this study effectively bridges the domains of management education and vocational psychology, extending insights beyond the classroom to comprehensively grasp the impact of learning goal orientation and communication skill learning. © 2024, Emerald Publishing Limited.

In the rapidly evolving landscape of education 5.0, educators and institutions grapple with unprecedented challenges in leveraging digital technologies to enhance teaching, learning, and assessment. The profound shift towards a more humanized educational experience, focusing on social and emotional growth alongside skill development, demands a paradigmatic transformation. However, a palpable gap exists in understanding and navigating the complexities of this digital transition. Educators, students, and administrators are left facing dilemmas related to pedagogical innovation, technology integration, and effective learning assessment in the digital age. Enter Teaching and Assessment in the Era of education 5.0, a definitive guide poised to bridge the gap between the challenges posed by education 5.0 and actionable solutions. The current educational milieu faces a conundrum as it attempts to adapt to the tenets of education 5.0. The digital transition poses challenges, from incorporating immersive technologies to understanding the attitudes of educators and students towards digitization. Furthermore, the design and implementation of training and distance learning systems require a nuanced approach, calling for engineering expertise in training, pedagogy, and tutoring. The assessment landscape, crucial for gauging the effectiveness of learning in the digital era, grapples with contemporary trends, ethical considerations, and the ever-present specter of plagiarism. This multifaceted challenge necessitates a comprehensive resource that not only delineates the issues but offers actionable solutions to navigate this transformative journey. Teaching and Assessment in the Era of education 5.0 provides a meticulous analysis of the dynamic landscape, offering insights into the impact of the digital transition on teaching and learning, strategies for designing effective training and distance learning systems, and innovative practices for assessment in the digital age. Aimed at scholars, professionals, students, and practitioners across diverse fields, this book invites contributions to shape the discourse on digital education. Become an integral part of this transformative journey, where challenges become opportunities, and education 5.0 emerges as a beacon of progressive, humanized learning. © 2024 by IGI Global. All rights reserved.

This research was carried out to find out: (1) the level of need for implementing internship programs in partner industries; (2) the level of readiness of the partner industry in implementing the internship program; (3) the quality of implementation of internship programs in partner industries; (4) the quality of the results of implementing the internship program in the partner industry. The research uses mixed methods with a concurrent triangulation strategy. This year's stage is an evaluation stage using the CIPP method, focusing on process evaluation. Data was collected through questionnaires complemented by observations and in-depth interviews with respondents including students, lecturers, and industry partners. Data was analyzed quantitatively and qualitatively through the stages of data reduction, data presentation, conclusion, and verification. The research results that have been obtained are: (1) the level of need for internship programs for partner industries is in the high category; (2) the level of industrial readiness in implementing industrial internship programs is included in the high category; (3) the quality of the industrial internship program implementation process is included in the high category; (4) the quality of the industrial internship program results is included in the high category. © 2024 Author(s).

Technological developments in the industrial revolution 4.0 affect all professional fields, including the world of education. The world of education, especially vocational education, is required to create reliable prospective workers to face challenges in the industrial revolution 4.0. The automotive industry in Indonesia is experiencing rapid development, so a skilled workforce is needed. Teachers have a crucial role in achieving these goals. This paper aims to analyze the literacy of Vocational High School teachers of Automotive Light Vehicle engineering Expertise Competencies towards digital and information skills in the industrial revolution 4.0. The study's results showed a high category of the literacy of Automotive engineering Vocational High School teachers towards digital and information skills in the industrial revolution 4.0. Although overall, it is included in the high category, several indicators still show the low class and need to be improved. By knowing the literacy of Automotive engineering Vocational High School teachers, action steps can be taken to improve teacher literacy so that the vocational education learning process in the industrial revolution 4.0 era can get maximum results. © 2024 Author(s).

The high open unemployment rate for vocational school graduates in Indonesia is inversely proportional to the essence of the purpose of vocational education, ideally vocational education is able to bring their graduates to absorbed in the job market and able to create jobs. To overcome these problems, it is necessary to make efforts to increase entrepreneurial interest and ability for vocational high school graduates through the learning process. This study aims to apply project-based learning as an innovative learning model that can help increase the interest and entrepreneurial ability of vocational high school students in the field of building engineering expertise. This research was conducted at SMKN 5 Surakarta (Surakarta Public Vocational High School 5) by using the classroom action research method in two cycles. The research subjects were students of SMKN 5 Surakarta majoring in Modeling Design and Building Information totaling 36 students. Data collection techniques using observation, questionnaires and documentation. The data analysis technique used descriptive statistics by calculating the average of each measurement aspect. The results showed that the implementation of the project-based learning model in the subjects of creative products and entrepreneurship can increase students' interest and entrepreneurial abilities. This can be seen from the increase in entrepreneurial interest in the first cycle by 71.23% then in the second cycle it increases to 77.97%. Meanwhile, the entrepreneurial ability in the first cycle was 69.89% and increased in the second cycle to 82.15%. Application of the project-based learning model shows a major influence on increasing entrepreneurial interest. This will directly relate to how well students are able to learn entrepreneurship. This statement is supported by the fact that student abilities increase with each cycle. Teachers have the option of using project-based learning models as a method of teaching. © 2024 Author(s).

This research aims to test the dimensions of success in measuring leadership management and to find the factors that shape leadership in an excellent Islamic university (IU). Respondents totaled 422 participants from leaders and lecturers at six Islamic universities in Indonesia. partial least squares structural equation modeling (PLS-SEM) analysis is used to test 8 dimensions, 35 constructs, and 17 hypotheses. Management leadership is determined by the dominant factor, namely job evaluation (IM4, λ=90.70%), and human resources (OR3, λ=74.40%) is the lowest factor. The ability of the structural model to explain the measurement of IU’s leadership management is 79.70%. Furthermore, the 17 hypotheses from 8 dimensions have a positive and significant influence. Measurable dimensions can be used to develop an effective management model to increase the performance and function of leadership. Through the results of this research, higher education management institutions can recommend study substances to comprehensively find out the leadership model to be applied by leaders so they are more skilled and expert in managing institutions in higher education. © 2024, Institute of Advanced engineering and Science. All rights reserved.