Engineering Class Research Articles

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

This study aims to provide a comprehensive analysis of the implementation of Pancasila learning with the goal of improving critical thinking skills through the application of the six thinking hats model. The research adopts a descriptive approach utilizing qualitative methods. The study was conducted at the Faculty of Engineering, Universitas Negeri Yogyakarta. The participants were selected using purposive techniques based on specific criteria and considerations to ensure the collection of targeted information. Specifically, the research focused on students enrolled in the Manufacturing Engineering Class D. Data collection for this study involved the use of observation, interviews, and documentation techniques. To ensure data validity, triangulation techniques were employed by the researchers. Data analysis followed an interactive model based on the framework developed by Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The six thinking hats learning model significantly improved students' critical thinking skills and character values. This approach enables students to approach problems from multiple perspectives, becoming more responsive to social issues and navigating real-world challenges. These fosters heightened awareness of societal matters, enabling students to contribute meaningfully to social progress.

Efektivitas Media Pembelajaran E-Modul pada Mata Pelajaran Teknik Pemesinan Bubut di SMKS Dhuafa Padang

This study aims to examine the effectiveness of the use of e-module learning media on student learning outcomes in the subject of Lathe Machining Engineering class XI at SMKS Dhuafa Padang. The background of this research is the limited teaching materials and short learning time, which requires students to learn independently. The research method used is quasi-experimental with pretest-posttest control group design. The research sample consisted of 35 students of class XI Machining Engineering who were divided into experimental and control groups. Data were collected through learning outcome tests and analyzed using independent t-test. The results showed that: (1) the average pretest score of the experimental group was 54.77 and the control group was 61.67; (2) the average posttest score of the experimental group was 81.47 and the control group was 71.67; (3) there was a significant difference between the learning outcomes of the experimental and control groups (t = 0.549, p < 0.05). In conclusion, the use of e-modules is effective in improving student learning outcomes in Lathe Machining Engineering subjects. This study recommends the use of e-modules as an alternative learning media to improve student independence and learning outcomes.

Turbopump Parametric Modelling and Reliability Assessment for Reusable Rocket Engine Applications

The development of modern reusable launchers, such as the Themis project with its LOX/LCH4 Prometheus engine, CALLISTO—a reusable VTVL-launcher first-stage demonstrator with a LOX/LH2 RSR2 engine, and SpaceX’s Falcon 9 with its Merlin 1D engine, underscores the need for advanced control algorithms to ensure reliable engine operation. The multi-restart capability of these engines imposes additional requirements for throttling, necessitating an extended controller-validity domain to safely achieve low thrust levels across various operating regimes. This capability also increases the risk of component failure, especially as engine parameters evolve with mission profiles. To address this, our study evaluates the dynamic reliability of reusable rocket engines (RREs) and their subcomponents under different failure modes using multi-physics system-level modelling and simulation, with a particular focus on turbopump components. Transient condition modelling and performance analysis, conducted using EcosimPro-ESPSS software (version 6.4.34), revealed that turbopump components maintain high reliability under nominal conditions, with turbine blades demonstrating significant fatigue life even under varying thermal and mechanical loads. Additionally, the proposed predictive model estimates the remaining useful life of critical components, offering valuable insights for improving the longevity and reliability of turbopumps in reusable rocket engines. This study employs deterministic, thermally dependent structural simulations, with key control objectives including end-state tracking of combustion chamber pressure and mixture ratios and the verification of operational constraints, exemplified by the LUMEN demonstrator engine and the LE-5B-2 engine class.

Escape to Learn: Digital Escape Rooms and Universal Design for Learning

Gamification is an increasingly popular strategy to foster engagement in education. This paper reflects on digital escape rooms in the learning environment and their alignment with Universal Design for Learning (UDL) principles. Four digital escape rooms based on different anatomy and physiology themes were developed as revision exercises for a first-year biomedical engineering class. Students self-organized into small groups and completed the activities. Results from feedback surveys revealed positive student experiences, with 91% finding the activity engaging and 86% indicating its positive impact on learning. 82% of students said that the digital escape room helped create a sense of community in the class. Students commented on the development of collaborative skills, quick thinking, and coping mechanisms under pressure. Discussion centres on the alignment of digital escape rooms with UDL principles, addressing multiple means of engagement, representation, and action & expression.

Using Assignment Choice in Engineering Service Courses

Students taking an introductory engineering class, especially those required to take a “coding class’’ for their non-computer science major, can be very intimidated. This paper explores the implementation of assignment choice in an undergraduate CS-1 course, inspired by the Self-Determination Theory, to alleviate intimidation and enhance student motivation, especially for non-computer science majors. By allowing students to select assignments aligned with course objectives, we cater to diverse interests and learning goals. Preliminary results indicate a decrease in the students that earn a D, F, or withdraw from the course (DFQ rate), with assignment choice compared to traditional delivery methods, in which all students follow a prescribed path. Each assignment is part of their overall grade. We intend to refine this approach and explore its applicability in other engineering service courses. Our goal is to provide instructors with a framework that ensures students learn course objectives while retaining autonomy in their learning journey, thus facilitating continued success in their chosen field of study.

Net-Zero Greenhouse Gas Emission Electrified Aircraft Propulsion for Large Commercial Transport

Until recently, electrified aircraft propulsion (EAP) technology development has been driven by the dual objectives of reducing greenhouse gas (GHG) emissions and addressing the depletion of fossil fuels. However, the increasing severity of climate change, posing a significant threat to all life forms, has resulted in the global consensus of achieving net-zero GHG emissions by 2050. This major shift has alerted the aviation electrification industry to consider the following: What is the clear path forward for EAP technology development to support the net-zero GHG goals for large commercial transport aviation? The purpose of this paper is to answer this question. After identifying four types of GHG emissions that should be used as metrics to measure the effectiveness of each technology for GHG reduction, the paper presents three significant categories of GHG reduction efforts regarding the engine, evaluates the potential of EAP technologies within each category as well as combinations of technologies among the different categories using the identified metrics, and thus determines the path forward to support the net-zero GHG objective. Specifically, the paper underscores the need for the aviation electrification industry to adapt, adjust, and integrate its EAP technology development into the emerging new engine classes. These innovations and collaborations are crucial to accelerate net-zero GHG efforts effectively.

Learning beyond books: A hybrid model to learn real‐world problems

AbstractThere are several initiatives underway to improve the learning of software developers. These attempts include the integration of GitHub into software engineering classes, the creation of learning management systems, gamification approaches, and collaborative learning platforms. These initiatives have demonstrated promise in boosting students' collaborative growth and cooperation abilities, emphasizing their potential influence on improving learning experiences in practical areas. Books, on the other hand, remain basic in education, but their physical size limits their ability to explore all practical elements of a topic in depth. This limitation requires more research and application of theoretical information in real‐world circumstances. In this work, we address the issue of limited space in traditional books that frequently prevents complete presentation of practical elements of a topic. To address this issue, we propose an application that improves the reading experience and accelerates the learning process. To anticipate themes, we use a combination of latent Dirichlet allocation (LDA) algorithms and a generative pre‐trained transformer. First, utilizing LDA to find potential topic keywords inside the text and then leveraging generative pretrained transformer to predict topic names based on the LDA produced keywords. In addition, a query builder module produces and executes queries depending on the current page's topic, obtaining real‐world issues from Stack Overflow. The system classifies results by query‐title similarity, question‐answer ranking, and content quality before displaying them to users. This bridges the gap between theoretical knowledge and practical application. We illustrate the usefulness of suggested tool using simulations, comparison with existing tools and user studies. The majority of users provide favorable comments and find it interesting and helpful for improving the learning process.

Interactivity and identity impact learners' sense of agency in virtual reality field trips

AbstractAgency, or the capacity to take intentional actions, is considered one of the primary affordances of virtual reality (VR) for learning. VR is expected to increase learners' agency because it allows for full‐body interactivity from a first‐person perspective, giving them novel ways of interacting with the digital environment. Yet, agency in immersive learning has not been well‐studied relative to other affordances like presence, and more evidence is needed to understand how varied media and designs heighten or diminish agency. This mixed‐method study addressed this need by developing and validating measures of sense of agency with 30 high school students who used VR field trips in their engineering class over four lessons. By comparing immersive videos to video game‐like interactive graphical environments, the study illustrates some of the complexities of agency in VR. The findings indicate agency is not a unidimensional construct nor is it equivalent to full‐body interactivity in VR as learners felt some types of agency when using immersive videos. Furthermore, learners' identities moderated associations between the type of VR media and their sense of agency, and agency did not change over time as the novelty of VR waned. These results suggest VR designers should consider varied ways of interacting in VR that are beneficial for learning. They also support the use of immersive videos when the educator's goal is to increase agency over learning or focus, and provide measures and direction for future research to assess the relationship between varied types of agency, features of VR experiences and learning outcomes. Practitioner notesWhat is already known about this topic Virtual reality (VR) can enhance learning by giving learners a strong sense of presence in the virtual environment and giving them agency over their learning through novel forms of interactivity. Many studies have looked at increasing the learner's presence in VR, but fewer have assessed learners' agency. Prior work found the impact of increased interactivity on learning was mixed: sometimes it increased learning outcomes and motivation, other times it did not. What this paper adds This study develops and validates measures of learners' sense of agency within VR learning environments. This study finds that more interactivity in VR increases how much agency learners feel over their actions but not necessarily their agency over learning and attention. This study also finds variation in students' experiences of agency based on their culturally defined sense of self‐construal. Implications for practice and/or policy Practitioners interested in immersive learning technologies should consider the design of the media used rather than focusing only on the device's capability. Immersive videos may be effective tools for enhancing student agency, depending on the aims of the learning experience. Designers and educators should consider learners' identities such as self‐construal, and understand student experiences may vary.

Using Knowledge of Basic Mathematics to Increase Technical English Literacy

The following paper aims to demonstrate how ESP teachers can employ basic Mathematical concepts to maximize technical comprehension and concept development during engineering classes. Moreover, the paper proposes an integrated skills approach model of how Geometry lessons can expand abstract thinking and increase technical comprehension level by means of selected activities that develop gradually and recycle vocabulary, provide feedback and help students corroborate mathematical understanding with English comprehension. The paper seeks to provide a practical approach to the way in which English teachers can harness students’ knowledge of basic mathematics to increase their technical English literacy by transferring and expanding concepts to render technical English output.

Psychoeducation Stop Bullying For Better Future Among Students Of SMK 2 Penajam Paser Utara

The objective of the psychoeducational program "Stop Bullying for Better Future" is to provide understanding about bullying and its impacts on the future to the students of SMKN 2 Penajam Paser Utara, North Kalimantan. This is done because based on the analysis of psychoeducational needs and the academic achievements of these students have decreased due to the prevalent bullying behavior among peers. This activity involves all students from grades X, XI, XII, and as the target/pilot project, the activity focuses on students from the XI Computer Engineering class who are mentored by one of the speakers. The activity is conducted through a Zoom link and sociodrama games performed by the students. The T-test analysis results from the pre-test and post-test conducted showed a significance value of 0.045, where this value is smaller than 0.05, indicating a significant influence of psychoeducation on the understanding of the students of SMKN 2 Penajam Paser Utara. However, the behavior change cannot be determined yet because the psychoeducation conducted targets cognitive and affective aspects rather than behavior change. In the role-playing game, the students showed varied impressions according to the roles they played, as victims of bullying, perpetrators, and bystanders.

An Innovative Assessment for a Research Methods Module: Assessing Master’s Students Analytical Skills Beyond a Traditional Dissertation

Research methods education is significant for enabling postgraduate students to demonstrate a mastery of knowledge and skills required to achieve their degree (QAA, 2020). Yet there is a lack of research on how students are assessed in research methods apart from a ‘final project’ (Earley, 2014). This presents a gap in pedagogical scholarship in engineering education on the assessment of student’s analytical skills to conduct research. To address this gap, the paper investigates the research question: “How to assess engineering master’s student’s analytical skills for research?” The authors present a case study of reflective practice in which an innovative analytical skills assessment was designed for 955 full-time postgraduate students enrolled on a transferrable skills module offered to 6 master’s courses. The paper presents challenges in designing a constructively aligned assessment for a diverse group of students with varying research interests and disciplines. Based on the authors’ reflections, recommendations are provided on the design of innovative assessment of analytical skills for a large class of engineering and business students as well as a call to develop a culture of engineering education scholarship on research methods education.

ENHANCING ESP TEACHING FOR COMPUTER AND NETWORK ENGINEERING STUDENTS THROUGH MULTIMEDIA

This article discusses the application of short videos and pictures in teaching ESP procedure texts in computer and network engineering majors. This research uses a qualitative method with a case study design to explore the integration of video and pictures in ESP teaching, the challenges teachers face in integrating videos and pictures in ESP teaching, and how teachers overcome these challenges. The participants of this study consisted of one English teacher in computer and network engineering class who was selected by purposive sampling. The research was conducted at SMK Mahardika Malang and involved English teachers from the computer and network engineering department. Data collection methods included observation and interviews with teachers, focusing on the procedures for integrating short videos and pictures, the challenges faced, and solutions to overcome these challenges. The findings reveal that there are several activities in the classroom, namely teacher activities, student activities, and the learning and teaching process. Teachers face three challenges. The first is time constraints. To overcome this challenge, teachers must use pictures and short videos wisely and adjust them to the time available in the lesson plan. The second is the mismatch of learning material sources. The solution to this challenge is to use effective multimedia such as the Internet and YouTube. The third is students' low motivation to learn English and write procedural texts. The solution to this challenge is for teachers to approach students emotionally, consult with their parents, and provide project-based learning strategies using English. This research provides valuable insights for ESP education, emphasizing the importance of adapting content to industry needs, addressing motivation issues, and effectively using multimedia elements.

Impact of Variable Speed Drive Jobsheet Integrated with Project-Based Learning Model on Electric Motor Control Skills of Vocational Students

The problem in this study is that many students in the electrical power installation engineering (EPIE) class have not mastered the skills of electric motor control (EMC). This is because the teacher still uses traditional methods in the learning process. Namely, the teacher actively explains the material according to practical experience rather than referring to EMC learning objectives. This study aims to apply a variable speed drive (VSD) jobsheet based on project-based learning (PjBL) in the EMC learning process and measure the effectiveness of the jobsheet applied. The research method used was a pre-experiment with an intact group comparison research design. The research subjects were taken from 11th-grade students of vocational schools majoring in electrical power installation engineering and were assessed using a questionnaire instrument to evaluate students' EMC performance. Data analysis techniques used were independent t-test and effect size test. Based on the independent t-test analysis results, the t-value is larger than the t-table (t = 4.936 > 1.99962), and the significance value is 0.000, which shows a significant difference in skills between the experimental and control classes. Based on the effect size analysis, the value is 1.243, which means the jobsheet can improve students' EMC skills in the large category. Based on these two results, it is known that the PjBL-based VSD jobsheet is effective in the EMC learning process. Thus, it is expected that EPIE vocational high schools can use the PjBL-based VSD Jobsheet in the EMC learning process.

Analyzing the Impact of Geometrophysical Modeling on Highway Design Speeds: A Comparative Study for Mexico’s Case

This manuscript presents an examination of the impact of geometrical and physical parameters on highway design speeds, critical for traffic safety and efficiency. Originating from a classical dynamics discussion in an undergraduate automotive technology engineering class, an exploration of the consequences of different geometrophysical considerations on a vehicle’s dynamics over pavement surfaces is developed. Considering various analytical models, an assessment of their principles and the significance of geometric and physical concepts involved in the problem is made, such as plane of motion and trajectory curvature radius, on safe (non slippage) operational speeds. The subsequent comparative study shows that one of the most accepted models in highway design regulations in México, when used as reference, yields percentage error differences respect to others of 0≲%EMax≲5, as well as a consistent trend for relatively underestimating safe highway operational speeds. A discussion of the immediate implications of these findings, emphasizing the necessity of experimental studies to validate theoretical predictions, is presented. This work contributes to the field by providing a detailed comparison of analytical models under a general applied science perspective, suggesting modifications to current highway design practices in México based on geometrophysical insights. In summary, this work’s main aim is to shed light on the intricacies of determining safe design speeds from an applied sciences point of view, while also calling for a reevaluation of the existing guidelines to enhance highway design and safety.

과학 관련 미래 상상하기 과정에서 나타나는 뇌활동성 분석

We investigated the neural bases of future imagination in science using functional magnetic resonance imaging (fMRI). Participants were 10 science and engineering undergraduate students. Seven of them (70%) received sciencegifted education when they went through primary, middle, or high school, and all participants got good grade in science and engineering class. In the future imagination task, participants were asked to imagine the science relatedfuture based on the sentence. In the control task, participants were asked to read the science related sentence by eye. Analysis showed that future imagination task produced greater brain activation than control task in bilateralparahippocampal gyrus and fusiform gyrus (BA 37), bilateral temporal cortex (BA 39), left superior frontal cortex (BA 6), right prefrontal cortex (BA 46), bilateral cerebellum, and so on. These areas are involved in long term memory, generating visual mental image, integrating sensory information, spatial working memory, self-initiated retrieval and so on. Thus, our result suggest that future imagination process in science involves complex brain network. It could provide the brain scientific explanation for the meaning of the future imagination activities in science gifted education.

Effect of implementing demonstration method on students' understanding and practical skills in Milling Machining Course

Mechanical engineering education plays a very important role in providing students with the knowledge and skills to become competent professionals in the industrialised world. This learning process involves the integration of theoretical knowledge and practical skills, and the demonstration method naturally helps to combine both aspects. The demonstration method has proved to be a promising approach to improving students' understanding and practical skills in the subject of milling machining techniques. This study aims to improve the understanding and practical skills of Mechanical Engineering Class XI students at SMK Negeri 5 Padang through the application of the demonstration method. Using a quasi-experimental research design, the results showed that the use of the demonstration method significantly improved students' understanding and skills. The evaluation by a team of validators also showed that the method was valid in terms of materials, methods and instruments. There was a difference and an increase in scores between the control class and the experimental class. In the written comprehension test, the control class scored an average of 65, while the experimental class scored an average of 80.62. In the practical skills test using the evaluation sheet, the control class achieved an average of 48.87, while the experimental class achieved an average of 74.78. This indicates a positive influence and change in the students' understanding and practical skills after implementing the demonstration method.

공학교육에서 학습 경험 설계

Purpose: This study assumed that learning experience design could be a relevant alternative for engineering education, and so it aimed that a selected case of one was explored in its design process and implication effects. Method: A single case study was adopted as a research method since the case of learning experience design in higher education, in particular in an engineering class has been a few. The electromagnetics class, reflecting characteristics of engineering education, was selected and analysed based on the Thurber’s learning experience design model. Results: It was found that the lecturer for the adopted case developed learning interruption inclined to the qualified characteristics of learning experience design in the literature and this positively contributed to the learners’ motivation on the subject. Conclusion: A number of suggestions for improvement of system and support to expand LXD in general classes as well as engineering classes were given.

Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?

AbstractBackgroundEngineers are professionally obligated to protect the safety and well‐being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities.Purpose/HypothesisThis article asks, where are engineers trained in their public welfare responsibilities, and how effective is this training? We argue that engineers trained in public welfare responsibilities, especially within engineering education, will demonstrate greater understanding of their duty to recognize and respond to public welfare concerns. We expect training in formal engineering classes to be more broadly impactful than training in contexts like work or professional societies.Data/MethodsWe analyze unique survey data from a representative sample of US practicing engineers using descriptive and regression techniques.ResultsConsistent with expectations, engineers who received public welfare responsibility training in engineering classes are more likely than other engineers to understand their responsibilities to protect public health and safety and problem‐solve collectively, to recognize the importance of social consequences and ethical responsibilities in their own jobs, to have noticed ethical issues in their workplace, and to have taken action about an issue that concerned them. Training through other parts of college, workplaces, or professional societies has comparatively little impact. Concerningly, nearly a third of engineers reported never being trained in public welfare responsibilities.ConclusionThese results suggest that training in engineering education can shape engineers' long‐term understanding of their public welfare responsibilities. They underscore the need for these responsibilities to be taught as a core, non‐negotiable part of engineering education.

The Status Quo of Hybrid Education at Moroccan Universities: The Case of Engineering Classes

The pandemic has undoubtedly forced educational systems across the world to change face-to-face education practices forever. On the other hand, it has also forced online education system practices among Moroccan higher education institutions. With the spread of COVID-19 all over, the Moroccan education system circumstances did not allow face-to-face education, nor did it allow online education as a solution. As a matter of fact, hybrid learning remains the best-proposed alternative, as suggested in the literature. The present paper's main objectives were to investigate higher education English learners' attitudes towards hybrid education and examine the efficacy of hybrid education among higher education learners. After using a qualitative method, a questionnaire of 24 Likert Scale items delivered on Google Forum, and an interview of 18 learners, the findings suggested that Moroccan higher education learners showed that hybrid education does not support the majority of participants' learning process. However, hybrid learning was, to an extent, a successful experience for a number of other participants. The unsatisfying quality of the internet remains an issue to be sorted out in the future, and laziness in attending online morning classes was also evidence of why hybrid learning remained challenging. Learners favoured face-to-face classroom-based instructions over blended learning regardless of the advantages of the latter. A great portion of the population favoured face-to-face rather than online learning. The learners also got confused using the hybrid model. Last, it was evidence that the learners preferred the face-to-face model as their best model to use in many cases.

The Flood Resilience Challenge serious role-playing game as an online education and engagement tool in a large engineering class

Complex socio-environmental problems, such as flooding, cannot be adequately addressed through technical engineering solutions alone. Limited curricular opportunities exist for engineering students to understand and gain skills towards working collaboratively to address such problems. To enhance engineering students’ learning on flooding and engagement in the classroom, they participated in the Flood Resilience Challenge (FRC) serious role-playing game. This research investigates two main hypotheses. First, the FRC game is effective in helping students’ meet their learning objectives: (a) Increase flood literacy; (b) Better understand differing flood stakeholders’ views and power; and (c) Make connections between the game and real-life. Second, the FRC role-playing game will increase students’ engagement in the classroom through experiential learning. These hypotheses were tested using pre-game and post-game questionnaires, and a debrief. The findings suggest that the FRC game is an effective teaching-learning tool for enhancing engineering students’ understanding of the socio-environmental complexities of flooding issues. Students also reported that the FRC game, as an experiential learning tool, is more effective than traditional approaches to engineering education, such as lectures and readings. The research findings on the FRC game have relevance for a range of disciplines focusing on complex socio-environmental problems and as a tool to provide engaging online educational activities.