Active learning based laboratory towards engineering education 4.0

Universities have a relevant and essential key role to ensure knowledge and development of competencies in the current fourth industrial revolution called Industry 4.0. The Industry 4.0 promotes a set of digital technologies to allow the convergence between the information technology and the operation technology towards smarter factories. Under such new framework, multiple initiatives are being carried out worldwide as response of such evolution, particularly, from the engineering education point of view. In this regard, this paper introduces the initiative that is being carried out at the Technical University of Catalonia, Spain, called Industry 4.0 Technologies Laboratory, I4Tech Lab. The I4Tech laboratory represents a technological environment for the academic, research and industrial promotion of related technologies. First, in this work, some of the main aspects considered in the definition of the so called engineering education 4.0 are discussed. Next, the proposed laboratory architecture, objectives as well as considered technologies are explained. Finally, the basis of the proposed academic method supported by an active learning approach is presented.Postprint (published version

Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0

Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build their necessary competencies. To progress in this direction, this work proposes a method that can be used to develop digitally enabled experiential learning spaces (DeELS) in engineering education so as to incorporate digital technologies into engineering problem-solving and decision-making activities, as an innovative approach to Education 4.0. Two implementation cases exemplify the digital transformation of these learning spaces in the Lean Thinking Learning Space (LTLS) for undergraduate engineering courses. The exemplification shows how students, through designing, creating and integrating digital/smart kanban systems, execute their learning activities in a DeELS. The results suggest that the students were able to satisfactorily achieve their learning outcomes through the learning experiences. Moreover, new instances of learning experiences for digital transformation were identified within the LTLS. However, future work is required regarding new instances of digital transformation learning experiences in order to make any further inferences or generalizations regarding DeELS and their contribution to competency developmen

The Development of Students’ Worksheets Face to Face Online Based on Hypercontent on Temperature and Heat Topic

The 21st century is a century that encourages humans to integrate life with ICT and education is no exception. However, in reality, in SMA Muhammadiyah 1 Unismuh Makassar, the use of technology such as mobile phones and the use of teaching materials is still lacking. Therefore, one of the efforts made is to produce hyper-content based LKPD student worksheet so that students are more interested in learning physics. This study aims to describe the content validity of hyper-content student worksheet on temperature and heat topic. Furthermore, the goals of this research was to describe the practicality of the response of teachers and students to hyper-content based student worksheet on the temperature and heat topic, and describe the effectiveness of student worksheet for the given questions. This research is a type of development research (R&D) using the ADDIE model design (analysis, design, development, implementation, and evaluation). The results showed that the feasibility of hyper-content based student worksheet based on the assessment of valuators 1 and 2 was categorized as very feasible, with the percentage of LKPD validation 96.0%. Teachers and students gave a very positive response to the practicality of the LKPD based on hyper-content- as a learning medium with a teacher response percentage of 100.0% with very practical criteria and student responses 84.37% very practical criteria. The effectiveness obtained from the students' test results of 0.59 criteria is quite effectiv

Online Application of Science Practicum Video Based on Local Wisdom to Improve Student's Science Literacy

During the Covid-19 pandemic, all learning activities were carried out online, including practicum activities. To find out the success of practicum activities carried out online, this research was carried out. This study aims to develop a practicum learning video based on local wisdom to improve the scientific literacy of prospective elementary school teacher students. The development of learning videos based on local wisdom is a product produced by students while participating in online practicum activities. This research was conducted with a quasi-experimental method. The research subjects used were 20 fifth semester elementary school teacher education students who were selected by convenience sampling. The instrument developed in the form of multiplechoice questions as many as 20 questions that have been tested for validation and reliability and used for pretest and posttest. Data from students' pretest and posttest results were processed by stacking Rasch model analysis to determine changes in students' scientific literacy skills before and after participating in online practicum with videos based on local wisdom. Based on the results of the student's pretest and posttest analysis, data obtained from the logit value change from 1.2 to 3.2 and categorization was carried out based on the increase in scientific literacy skills, namely 20% low category, 65% moderate, and 15% high. Based on these results, online practicums with local wisdom-based learning videos are able to explore students' scientific literacy skills and can be applied to other practicums. In addition, students' technological literacy skills are also trainedPenelitian ini bertujuan mengembangkan video pembelajaran praktikum berbasis kearifan lokal untuk meningkatkan literasi sains mahasiswa calon guru sekolah dasar. Pengembangan video pembelajaran berbasis kearifan lokal ini adalah produk yang dihasilkan oleh mahasiswa selama mengikuti kegiatan praktikum secara online. Penelitian ini dilakukan dengan metode kuasi eksperimen. Subjek penelitian yang digunakan adalah 20 mahasiswa pendidikan guru sekolah dasar (PGSD) semester lima yang dipilih secara Convenience sampling. Instrumen yang dikembangkan berupa soal pilihan ganda sebanyak 20 soal yang sudah diuji validasi dan relibilitasnya dan digunakan untuk pretest dan postest. Data hasil pretest dan postest mahasiswa diolah dengan analisis stacking model rasch untuk mengetahui perubahan kemampuan literasi sains mahasiswa sebelum dan sesudah mengikuti praktikum online dengan video berbasis kearifan lokal. Berdasarkan hasil analisis pretes dan postest mahasiswa diperoleh data perubahan nilai logit dari 1,2 menjadi 3,2 dan dilakukan kategorisasi berdasarkan peningkatan kemampuan literasi sains yaitu 20% kategori rendah, 65% sedang, dan 15% tinggi. Berdasarkan hasil tersebut praktikum daring dengan video pemmbelajaran berbasis kearifan lokal mampu menggali kemampuan literasi sains mahasiswa dan dapat diterapkan untuk praktikum lainnya. Selain itu kemapuan literasi teknologi mahasiswa juga terlatih

MODEL JARINGAN PEMANGKU KEPENTINGAN EKOSISTEM AGILE

Current business practices are no longer relevant in the VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) environment. VUCA reflects the speed of change, uncertainty, complexity, and ambiguity in the business world. Companies need to be agile to adapt to the prevailing VUCA situations. This study aims to provide an understanding of business agility from the perspective of stakeholder needs through a model. The method used is a focus group discussion involving the relevant stakeholders, with a case study conducted in an integrated chicken meat company. The results of the study reveal that an agile ecosystem stakeholder network model consists of seven stakeholder elements: academia, business, community, government, media, financial institutions, and customers as the core element of the model. The "customer" stakeholder element is the most crucial, while the other stakeholder elements influence each other in their actions, with their ultimate goal of meeting customer needs. By placing the customer element at the core of the model, the business environment can be aligned and better outcomes can be achieved. The recommendation derived from this study is the explicit formulation of company strategies in achieving business agility. Keywords: agile, business agility, customer, model, stakeholde