Beyond Smart Devices: Fostering Critical, Communication and Collaborative Thinking in IoT-Based Sensor and Actuator Competence Learning Outcomes

Abstract

This research aims to explore the level of critical and collaborative thinking among university students in IoT-based sensor and actuator competence courses in Surabaya during 2022-2023. This study employs quantitative research methods and utilizes the structural equation modeling approach with partial least squares algorithm for analysis. This paper aims to explore the intricate connections between critical thinking, communication skills, collaboration skills, and learning outcomes in the context of sensor and actuator competence by examining the existing research and exploring practical implications. Respondents comprise of 360 electrical engineering students in Surabaya currently taking sensor and actuator competencies in the 2022/2023 school year. The findings had significant role of collaborative learning in enhancing the association between critical thinking and learning outcomes, particularly in the affective and psychomotor domains. Collaborative learning can be considered an effective strategy to reinforce the connection between critical thinking and academic achievement in these two domains. The implications of this study have the potential to guide educational institutions in designing and implementing effective strategies for fostering critical and collaborative thinking skills among students in IoT-related fields.

The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students

“…• Group analysis: the observation and evaluation of learners' ability to cooperate in group tasks, including the level of learners' commitment, contribution, and cooperation in achieving common goals, conducted by MSc students as group leaders; • Peer evaluation allows learners to evaluate their peers' contribution to the group work objectively and constructively. MSc students carried out the peer evaluation because they had an overview of the whole process and the actors involved; • Self and peer assessment: it allows learners to reflect on their own and their peers' progress in the affective domain [12].…”