การบูรณาการการเรียนรู้แบบใช้ปัญหาเป็นฐานและการฝึกอบรมฐานสมรรถนะผ่านการพัฒนาชุดเตา ชีวมวลอัจฉริยะไร้ควันและแจ้งเตือนด้วยเทคโนโลยีอินเทอร์เน็ตประสานสรรพสิ่ง

Possawat Kaewtip; Chaiyapon Thongchaisuratkrul

doi:10.55003/JIE.25107

Authors

Possawat Kaewtip Department of Teacher Training in Electrical Engineering, Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok, Bangkok 10800 Thailand
Chaiyapon Thongchaisuratkrul Department of Teacher Training in Electrical Engineering, Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok, Bangkok 10800 Thailand

DOI:

https://doi.org/10.55003/JIE.25107

Keywords:

Problem-based learning, Competency-based training, Smokeless biomass stove, Internet of things

Abstract

This research presents the integration of Problem-Based Learning (PBL) with Competency-Based Training (CBT) through the development of a smart smokeless biomass stove instructional kit, and an Internet of Things (IoT) based notification system. The study involved the development of instructional materials and the design of a learning model known as the PKSHAE model, which consists of six stages: problem identification, knowledge exploration, solution design, hands-on practice, adjustment and improvement, and evaluation. The model was designed to systematically enhance learners’ analytical and problem-solving skills alongside the development of practical competencies. The sample group consisted of 30 second-year undergraduate students in the Electrical Engineering program who were enrolled in the vocational curriculum development course under a credit transfer program for higher vocational certificate (Diploma) graduates. The samples were selected using purposive sampling. The statistical methods used for data analysis included the mean ( $\bar{x}$ ), standard deviation (SD), percentage (%), hypothesis testing using t-test, and efficiency values (E₁/E₂). The research findings revealed that the developed learning model was rated at a high level of appropriateness ( $\bar{x}$ = 4.48, SD = 0.64).

The instructional package achieved an efficiency value (E₁/E₂) of 83.50/83.44, which exceeded the standard criterion of 80/80. A comparison of learning achievement indicated that the mean post-test score was 83.44%, which was significantly higher than the 80% criterion at the .05 level of statistical significance. In addition, learners reported the highest level of satisfaction with the learning model (𝑥̄ = 4.54, SD = 0.61). These findings demonstrate that the integration of Problem-based learning and Competency-based training through the PKSHAE model effectively enhanced learners’ knowledge, practical skills, as well as their analytical and problem-solving abilities, and was highly suitable for competency-based learning management in renewable energy education in the digital era.

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