PENGEMBANGAN MODEL PELATIHAN KOLABORATIF UNTUK KETERAMPILAN DI BIDANG INTERNET OF THINGS (IOT)

Internet of Things (IOT) sudah menjadi bagian dari kehidupan sehari-hari, terutama sebagai pemicu dari revolusi industri 4.0. Implementasi teknologi terkini seperti IoT sangat tergantung pada ketersediaan SDM (Sumber Daya Manusia) yang memiliki kompetensi untuk dapat mendesain dan mengembangkan teknologi ini sesuai kebutuhan industri. Model pelatihan kolaboratif di bidang IOT dipilih selain karena belum ada yang pernah mengembangkannya, juga dipercaya dapat memberikan nilai tambah bagi hasil belajar pelatihan IOT. Model mengacu pada metode instruksional, dimana para peserta didik belajar bersama dalam kelompok kecil untuk mencapai satu tujuan bersama dengan memperlihatkan akuntabilitas individu, keterampilan sosial, kekompakan kelompok yang didukung dengan platform teknologi yang dirancang khusus untuk model ini. Penelitian ini mengembangkan model Dick & Carey yang disesuaikan dengan tuntutan teknologi sinkron dan asinkron saat ini yaitu pembelajaran e-Learning, temu muka, temu maya dan kombinasi (blended learning) yang dituangkan dalam bentuk pembelajaran kolaboratif IOT. Hasil penelitian menunjukkan terciptanya sebuah model pembelajaran baru yang memanfaatkan prinsip kolaboratif berbasis teknologi informasi guna menghasilkan proses pembelajaran di bidang IoT yang dapat memberikan hasil pembelajaran yang efektif, sesuai dengan keterampilan yang dibutuhkan di industri saat ini. Selanjutnya disimpulkan bahwa model Dick & Carey dengan ekstensi teknologi yang dikemas dalam TMS (Training Management System), dapat dikembangkan untuk mengakomodasi pelatihan kolaboratif dengan hasil belajar yang efektif dan menghasilkan SDM yang kompeten. Kata Kunci: Model pembelajaran, pelatihan kolaboratif, pembelajaran sinkron dan asinkron, desain instruksional, social constructivism, collaborativism. ************* Abstract Internet of Things (IOT) has become part of everyday life. It has also become a trigger for the 4.0 industrial revolution.The implementation of the latest technology such as IoT is very dependent on the availability of human resources, who have the competence to be able to design and develop this technology according to industry needs. The collaborative training model in the field of IOT was chosen because not only because no one has ever developed it, it is also believed to be able to provide added value for learning outcomes of IOT training. The model refers to an instructional method, where participants learn together in small groups to achieve a common goal by demonstrating individual accountability, social skills, and group cohesiveness supported by a technology platform designed specifically for this model. This study develops a Dick & Carey model that is adapted to the current demands of synchronous and asynchronous technology, namely e-Learning, face-to-face, virtual and blended learning which are outlined in the form of IOT collaborative learning.The results showed the creation of a new learning model that utilizes information technology-based collaborative principles to produce a learning process in the IoT field that can provide effective learning outcomes, according to the skills and competencies needed in today's industry. Furthermore, it was concluded that the Dick & Carey model with technology extensions packaged in the TMS (Training Management System) could be developed to accommodate collaborative training with effective learning outcomes and producing competenthuman resources

A framework proposition of competence-based assessment in engineering undergraduate courses

The current engineering training model, based on transmission and reception of knowledge, is facing many challenges in meeting the diverse needs and the growing demands of a global industrial environment. In this context, transversal competences development is gaining strength in higher education, once only mastering technical engineering competences is not enough anymore. Despite the emphasis on the importance of these competences, there is a gap in the literature on appropriate strategies for assessing them. Thus, this study aims to propose a competence-based assessment framework for engineering undergraduate courses. A literature review on transversal competences required from engineers, as well as on existing assessment strategies was made. A set of eight main transversal competences required from engineers was defined and validated through interviews with Competence-Based Education experts and engineers’ recruiters. They also contributed to assessment strategies and recommendations on how to build the framework. Additionally, to find out the development and assessment level of transversal competences in their classes, engineering professors were interviewed. Finally, the competence-based assessment framework, as well as a transitional version of it is presented, combining all the obtained information in a coherent and systematic way