ABSTRACT
Purpose: In this context, integrated supply chain learning (ISCL) is defined as a learning approach that integrates learning resources from various parties. This research aims to examine the effect of using ISCL on students' critical thinking skills, students' learning behavior, students' career development, and this research will also consider moderating variables related to learning media.
Theoretical framework: In the current era of globalization and technological progress, the need for learners equipped with relevant skills to face the challenges of the 21st century is increasingly urgent. Critical thinking skills, adaptive learning behavior, and career development are the three main aspects that are the focus in preparing students to be successful in an ever-changing world.
Method/design/approach: This research methodology adopts a quantitative approach using surveys as a data collection instrument.
Results and conclusion: The results show that learning media has a significant role in mediating the relationship between technological devices and students' critical thinking skills, learning behavior, and career development.
Research implications: The implication of this research is the importance of integrating learning media in the education curriculum to prepare students with skills relevant to industry needs.
Originality/value: This research has a broad and positive impact in improving the education system, strengthening links between the world of education and industry, and providing better opportunities for students to achieve success in the world of work.
Keywords: Export Platform, Critical Thinking Skills, Learning Behavior, Career Development, Learning Media.
RESUMO
Objetivo: Objectivo: Neste contexto, a aprendizagem integrada da cadeia de abastecimento (ISCL) é definida como uma abordagem de aprendizagem que integra recursos de aprendizagem de varias partes. Esta pesquisa tem como objetivo examinar o efeito do uso do ISCL ñas habilidades de pensamento crítico dos alunos, no comportamento de aprendizagem dos alunos e no desenvolvimento da carreira dos alunos, e esta pesquisa também considerará variáveis moderadoras relacionadas à midia de aprendizagem.
Enquadramento teórico: Na actual era de globalizaçâo e progresso tecnológico, a necessidade de alunos equipados com competencias relevantes para enfrentar os desafios do século XXI é cada vez mais urgente. Habilidades de pensamento crítico, comportamento de aprendizagem adaptativo e desenvolvimento de carreira sao os tres aspectos principais que sao o foco na preparaçâo dos alunos para terem sucesso em um mundo em constante mudança.
Método/desenho/abordagem: Esta metodologia de pesquisa adota urna abordagem quantitativa utilizando pesquisas como instrumento de coleta de dados.
Resultados e conclusâo: Os resultados mostram que os meios de aprendizagem tém um papel significativo na mediaçâo da relaçâo entre os dispositivos tecnológicos e as capacidades de pensamento crítico, comportamento de aprendizagem e desenvolvimento professional dos alunos.
Implicaçöes da investigaçao: A implicaçao dēsta investigaçao é a importancia de integrar os meios de aprendizagem no curriculo educativo para preparar os alunos com competencias relevantes para as necessidades da industria.
Originalidade/valor: Esta investigaçao tem um impacto amplo e positivo na melhoria do sistema educativo, fortalecendo os laços entre o mundo da educaçào e a industria e proporcionando melhores oportunidades aos estudantes para alcançarem o sucesso no mundo do trabalho.
Palavras-chave: Plataforma de Exportaçào, Habilidades de Pensamento Crítico, Comportamento de Aprendizagem, Desenvolvimento de Carreira, Meios de Aprendizagem.
RESUMEN
Objetivo: Objetivo: En este contexto, el aprendizaje integrado de la cadena de suministro (ISCL) se define como un enfoque de aprendizaje que integra recursos de aprendizaje de diversas partes. Esta investigación tiene como objetivo examinar el efecto del uso del ISCL en las habilidades de pensamiento crítico, comportamiento de aprendizaje y desarrollo de la carrera de los estudiantes, así como también considerar la moderación de variables relacionadas con los medios de aprendizaje.
Antecedentes teóricos: En la era actual de la globalizáción y el progreso tecnológico, la necesidad de estudiantes equipados con habilidades relevantes para enfrentar los desafíos del siglo XXI es cada vez más urgente. Las habilidades de pensamiento crítico, el comportamiento adaptativo del aprendizaje y el desarrollo profesional son los tres aspectos principales que se centran en preparar a los estudiantes para tener éxito en un mundo cambiante.
Método/diseño/enfoque: Esta metodología de investigación adopta un enfoque cuantitativo utilizando la investigación como herramienta de recolección de datos.
Resultados y conclusión: Los resultados muestran que los medios de aprendizaje juegan un papel significativo en la mediación de la relación entre los dispositivos tecnológicos y el pensamiento crítico, el comportamiento de aprendizaje y las capacidades de desarrollo profesional de los estudiantes.
Implicaciones de la investigación: La implicación de esta investigación es la importancia de integrar los medios de aprendizaje en el curriculo educativo para preparar a los estudiantes con habilidades relevantes para las necesidades de la industria.
Originalidad/valor: Esta investigación tiene un impacto amplio y positivo en la mejora del sistema educativo, fortaleciendo los lazos entre el mundo de la educación y la industria y proporcionando mejores oportunidades para que los estudiantes logren el éxito en el mundo del trabajo.
Palabras clave: Plataforma de Exportación, Habilidades de Pensamiento Crítico, Comportamiento de Aprendizaje, Desarrollo Profesional, Medios de Aprendizaje.
1 INTRODUCTION
The development of supply chains in industry has experienced a significant transformation in the last few decades (Aisbett et al., 2023). Supply chain is a complex series of processes involving various activities, from procurement of raw materials, production, distribution, to product delivery to end consumers (Chauhan et al., 2023). Along with technological developments and globalization, supply chains have become a very strategic aspect in all industrial operations (Tiwari et al., 2023). One of the main factors driving supply chain development is globalization. With the opening of global markets, companies are no longer limited by geographic boundaries in operational activities (Asmussen and Møller, 2019). This allows companies to source resources, manufacture products, and distribute goods to various markets around the world (Luz et al., 2022). Information technology innovations, such as computer-based supply chain management (SCM) systems, big data analysis, the Internet of Things (loT), and artificial intelligence (AI), have changed the way companies manage and optimize supply chains (Makhdoom et al., 2020). This technology enables greater visibility into the entire supply chain, enabling faster and more accurate decision making, and improving overall operational efficiency.
Changes in consumer preferences encourage companies to continue to develop responsive and flexible supply chain strategies to meet market needs in a timely and efficient manner (Andrioni and Popp, 2012). Professional workforce in the field of supply chain management is becoming increasingly important for companies to manage and optimize supply chains (Zheng et al., 2021). Professional workers in this field have extensive knowledge and skills in managing various aspects of the supply chain, including production planning, inventory management, transportation and distribution (Makhdoom et al., 2020). The workforce must be able to adapt to changing markets and technology, as well as manage the risks associated with global supply chains (Sridhar et al., 2023).
Even though the industry is experiencing rapid development in the field of supply chain management, the development of education at the vocational high school to tertiary level is not yet in line with the dynamics and needs of the industry (Ojala et al., 2023). This creates a gap between the workforce qualifications required by industry and the qualifications possessed by supply chain management education graduates (Hornby, 2021). Vocational high schools and universities are generally more oriented towards technical and practical education, but place less emphasis on supply chain management concepts which are important for understanding the complexity of industrial operations (Xing, Sun and Luo, 2023). Apart from that, lack of access to technology and adequate facilities can also hinder students' learning experiences in developing practical skills needed in the world of work (Earle and Leyva-de la Hiz, 2021).
Therefore, this research explores the topic of the influence of cloud tracking-based integrated supply chain learning tools on critical thinking skills, learning behavior, student career development using moderated variable learning media. In this context, integrated supply chain learning (ISCL) is defined as a learning approach that integrates learning resources from various parties, including formal educational institutions, industry and online learning platforms, by utilizing cloud tracking technology to monitor and manage the learning process effectively. This research aims to examine the effect of using ISCL on students' critical thinking skills, using ISCL to influence students' learning behavior, exploring the effect of using ISCL on students' career development, and this research will also consider moderating variables related to learning media.
The implications of this research are very important in the context of educational, industrial and student career development (Abdel Hadi et al., 2023). The resulting findings can lead to the development of more effective and innovative learning methods, strengthen collaboration between educational institutions and industry, improve the quality of human resources in industry, increase industrial competitiveness in the global market, and open wider career opportunities for students (Coppe et al., 2024). This research has a broad and positive impact in improving the education system, strengthening links between the world of education, and providing better opportunities for students to achieve success in the world of work (Sun, Anbarasan and Praveen Kumar, 2021).
2 THEORETICAL BACKGROUND AND HYPOTHESIS
2.1 DEVELOPMENT OF TECHNOLOGY-BASED SUPPLY CHAIN MANAGEMENT LEARNING
The development of technology-based Supply Chain Management (SCM) learning is becoming increasingly important in facing industrial dynamics and ongoing technological developments (Bhatia and Kale, 2023). SCM is an integrated approach to business operations management that includes planning, controlling and managing the flow of goods, information and funds from suppliers to end consumers (Akundi et al., 2022). In addition, the development of technology-based SCM learning also involves the use of computer-based business simulations and games. SCM simulations provide students with direct experience in dealing with real situations that may occur in supply chain operations (Asmussen and Møller, 2019). Using sophisticated simulation software, students can practice strategies and test their impact on SCM performance without actual financial or operational risk (Cavalcante et al., 2019).
Based on the explanation of the existing problems, the research hypothesis is presented as follows:
Hl. Cloud tracking-based integrated supply chain learning tools have a significant positive impact on critical thinking skills.
H2. Cloud tracking-based integrated supply chain learning tools have a significant positive impact on learning behavior.
H3. Cloud tracking-based integrated supply chain learning tools have a significant positive impact on career development.
2.2 THE URGENCY OF LEARNING MEDIA IN IMPROVING THE QUALITY OF THE LEARNING PROCESS
The development of learning media has become an important aspect in improving the quality of the learning process in the current digital era (Casey et al., 2023). Learning media summarizes various tools, technologies and resources used to support and enrich students' learning experiences (Radianti et ak, 2020). Apart from that, learning media also allows personalization and differentiation in learning. With a variety of learning content and tools available, teachers can customize the learning experience to suit students' individual needs, interests and learning styles (Hurst, 2018). Learning media can also increase retention and understanding of learning material (Manca, Raffaghelli and Sangra, 2023). Various studies have shown that the use of visual and interactive elements in learning media can help strengthen brain connections and facilitate a deeper and more sustainable learning process (Richter et al., 2022).
Based on the explanation that has been discussed , the following assumptions are made.
H4. Learning Media has a significant positive impact on critical thinking skills.
H5. Learning Media has a significant positive impact on learning behavior.
H6. Learning Media has a significant positive impact on student career development.
H7. Learning Media plays an intermediary role in cloud-based integrated supply chain learning tools for critical thinking skills, learning behavior and student career development
3 METHODOLOGY
3.1 RESEARCH DESIGN
A research design using the Partial Least Squares Structural Equation Modeling (PLSSEM) method will introduce a statistical approach that makes it possible to test complex relationships between research variables that are multivariate in nature, as in this research. This research collects data from a representative sample, the variables that have been determined will be entered into a conceptual model, which will then be tested using PLS-SEM techniques to evaluate model suitability, test hypotheses, and identify the moderating effects of learning media, thereby providing insight in-depth information about the influence of cloud trackingbased integrated supply chain learning devices on students' critical thinking skills, learning behavior and career development (Elnagar et al., 2022).
3.2 SAMPLE AND DATA COLLECTION
This research implemented a sample of 100 students majoring in Management at Malang State University. Data collection was carried out based on the variables that have been determined in this research, namely the independent variable which is the Cloud Tracking Based Integrated Supply Chain Learning device, the dependent variable which includes critical thinking skills, learning behavior and student career development, as well as the moderating variable which is the media learning. Through surveys or questionnaires distributed to students, data related to the use of learning tools, the quality of critical thinking skills, learning behavior, and views on career development, as well as the use of different learning media will be collected. This sample was selected by considering the representativeness of the Management student population at the State University of Malang, so that the research results can describe relevant and representative conditions in general. Thus, the data collected will be used to analyze the relationship between these variables and answer the research questions asked (Yudatama et al., 2019).
3.3 DATA ANALYSIS
Data analysis using Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) method involves two main stages: outer model analysis and inner model analysis. First, outer model analysis is used to evaluate the quality and validity of the constructs measured by the observed variables. In this stage, attention is mainly paid to the reliability and validity of the construct. Construct reliability is measured using Cronbach's alpha or Omega reliability coefficients, which indicate the extent to which the items in the construct consistently measure the same concept (Fosso Wamba and Akter, 2019). In addition, construct validity is evaluated by examining the factor loading of each item on the construct, with an expected value of or greater than 0.7 to be considered valid. Outer model analysis also involves testing discriminant construct validity, which assesses the extent to which a construct differs from other constructs in the model. This is done by checking whether the square root of the AVE (Average Variance Extracted) of each construct is greater than the correlation between that construct and other constructs (Langer, Schulze and Kühl, 2024).
4 RESULTS
4.1 TEST THE OUTER MODEL
4.1.1 Convergent Validity, Construct Validity, and Composite Reliability
Convergent Validity refers to the extent to which various measures used to measure the same construct support each other and correlate. In this case, Convergent Validity helps ensure that the items in a construct should be related to each other and measure the same concept in a consistent way. Convergent Validity is evaluated through measuring the factor coefficient (factor loading) of each item in the construct. High factor coefficients indicate that the items are significantly related to the measured construct (Sukendro et al., 2020). Construct validity is a key aspect that needs to be evaluated to ensure that the observed constructs accurately represent the concepts intended in the conceptual model. Construct Validity concerns the extent to which the variables used in this research can be considered as valid indicators of the construct to be measured (Elnagar et al., 2022). The reliability test in this PLS model can be seen from Cronbach's alpha of composite reliability, a construct can be reliable if the Cronbach alpha value must be > 0.6 and the composite reliability value reaches > 0.7. Reliability measures the reliability of the variable, and Cronbach alpha measures the lower reliability of the variable until it is higher than Cronbach's alpha (Yudatama et al., 2019).
Based on the table above, it can be seen that the AVE value in this research analysis model variable has good construct validity with a value of more than 0.5. All constructs in this study meet Cronbach alpha values >0.6 and composite >0.7. It can be said that the constructs are reliable, this shows that this research model has consistency and test instrument reliability.
4.1.2 Discriminant Validity
The Discriminant Validity test is used to ensure that each construct in the research can be clearly differentiated from one another. This is done by comparing the Average Variance Extracted (AVE) value of each construct with the squared correlation value between constructs. If the AVE value is greater than the square of the correlation between constructs, it can be concluded that the constructs have adequate discriminative validity. The Discriminant Validity test helps ensure that each construct can be clearly differentiated from one another, without any overlap or confusion between constructs (Liengaard, 2024).
Based on the table above, it shows that the value of each indicator based on cross loading shows the construct is higher than other constructs, so in this study it has sufficient discriminant validity to be valid.
4.1.3 Evaluation of the Inner Model
Evaluation of the Inner Model in this research is an important stage in the data analysis process using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. This stage aims to test the relationship between the variables in the conceptual model and validate the hypotheses proposed in the research. Evaluation of the Inner Model will also involve testing the coefficient of determination (R2) of the endogenous variables in the model. The coefficient of determination measures how well endogenous variables can be explained by exogenous variables in the model. A high R2 value indicates that the independent variables in the model effectively explain the variability of the dependent variable (Agarwal and Dhingra, 2023). This test will help in understanding the extent of the influence of learning media in moderating the relationship between the use of Integrated Supply Chain Learning tools and students' critical thinking skills, learning behavior and career development.
4.1.4 Coefficient of Determination
Analysis of the coefficient of determination to measure the model's ability to explain variations in the dependent variable, the coefficient of determination value consists of 0 and 1. The smaller the R-Square means that the dependent variable is very limited, and a value close to one means that the independent variable can provide the information needed to explain the variable, dependent. The coefficient of determination via r-square by multiplying 100% and the result is more than 67%, then the indication of the coefficient of determination has a good meaning, and the result is less than 67% and more than 33% has a moderate meaning and less than 33% but more than 19% has a meaning the weak.
R-Square value, which is displayed in the image of the results of the SMART PLS analysis above, after multiplying it by 100%, the coefficient of determination of the learning
media variable is 86.8%, which means it has a direct influence from the independent variable
directly while the rest is explained by external variables, study. Apart from that, the variables critical thinking skills, learning behavior and career development were influenced by 85.8% in this research, while the rest were influenced by other constructs outside this research.
4.1.5 Predictive Relevance
Predictive Relevance is a measure used to evaluate a model's ability to predict the value of an unobserved dependent variable. Usually, this measure is evaluated using the crossvalidation method or by dividing the data into two parts, namely training data and testing data. The higher the Predictive Relevance value, the better the model's ability to make predictions on new data or data that is not involved in the model creation process. In other words, Predictive Relevance helps in assessing the quality and reliability of the model in making predictions beyond the data that has been used in making the model.
Q-Square via the following formula:
Q2= 1-(1-R2 1 ) x (1 -R22)
Q 2 = 1 - (1 - 0.747) x (1 - 0.717)
Q2 = 1 -(0.253) x (0.283)
Q2 = 1 -0.019
Q 2 = 0.928
Based on the q-square calculation above, it can be stated that the model's predictive
relevance reaches 0.928 or 92.8%, this shows that the analysis has appropriate predictive
relevance.
4.1.6 Goodness of Fit
Goodness of Fit is a measure used to evaluate how well a statistical model fits the observed data. This measure reflects the extent to which the model is able to explain variations in the data. The higher the Goodness of Fit value , the better the model fits the data, and the better the model explains variation in the data. In the context of data analysis, Goodness of Fit helps researchers determine how well the model created fits the observed empirical data, as well as how well the model can explain the patterns and relationships that exist in the data.
The goodness of fit value can be determined using the following calculation:
...Goodness of fit = л/ AVE X R 2
...Goodness of fit = л/0.781 X 0.773
...Goodness of fit = 0.777
These results show that the combined calculation in the structural measurement model has a value above 0.777, which shows that the empirical data is in good agreement with the model.
4.1.7 Hypothesis Testing
The next stage in hypothesis testing is to estimate the path coefficient which is assessed based on the Т-Statistic value. This estimation is able to show the relationship of latent variables in the bootstrapping procedure. The measured item shows significance if the Т-Statistics value exceeds 1.96 and the p-value is less than 0.05 at a significance level of 0.05 (5%). Meanwhile, the parameter coefficient indicates the direction of positive and negative influence on the initial sample, and how much influence the independent variable has on the dependent. The following is a path coefficient which provides an overview of the T-Statistic.Path Coefficients value
5 DISCUSSION
First, the influence of cloud tracking-based integrated supply chain learning tools, in the table it can be seen that critical thinking skills have a positive and significant influence on the quality of cloud tracking-based integrated supply chain learning tools with a parameter coefficient value of 0.608. This can be seen from the T-statistics of 5,326 > 1.96 and the pvalue of 0.000 < 0.05. From these statistical calculations it can be concluded that the cloud tracking-based integrated supply chain learning device has an influence on improving critical thinking skills in this research sample, so that H1 states that the cloud tracking-based integrated supply chain learning device has a significant effect on critical thinking skills so that the hypothesis is accept. These findings strengthen the idea that the integration of technology in the context of Supply Chain Management education can be an effective means of developing students' critical skills. Previous studies have provided consistent support for findings showing a positive relationship between the use of technology in learning and improved critical thinking skills. For example, a study conducted by (Boa, Wattanatorn and Tagong, 2018) in the context of higher education found that the use of online learning technology significantly improved students' ability to think. In addition, research by (Seybert and Kane-gill, 2011) highlights the positive influence of the use of technology in learning on the development of students' critical thinking skills at the secondary school level.
Second, the influence of the cloud tracking-based integrated supply chain learning device, in the table it can be seen that learning behavior has a positive and significant influence on the quality of the cloud tracking-based integrated supply chain learning device with a parameter coefficient value of 0.584. This can be seen from the T-statistics of 3,609 > 1.96 and the p-value of 0.008 < 0.05. From these statistical calculations, it can be concluded that the cloud tracking-based integrated supply chain learning device has an influence on improving critical thinking skills in this research sample, so that H2 states that the cloud tracking-based integrated supply chain learning device has a significant effect on learning behavior so that the hypothesis is accepted. These findings indicate that technology is not only an effective learning tool but can also significantly influence student learning behavior. A number of studies have found a significant relationship between the use of technology in learning and improved student learning behavior. Research by Khan and (Troussas, Krouska and Sgouropoulou, 2020) shows that the use of technology in the learning process can help in increasing students' motivation and interest in learning. A study by (Suputra, Basuki and Septiana, 2023) highlights that the use of cloud-based technology devices in learning can facilitate collaboration between students and improve social interaction in the learning environment.
Third, the influence of cloud tracking-based integrated supply chain learning tools, in the table it can be seen that career development has a positive and significant influence on the quality of cloud tracking-based integrated supply chain learning tools with a parameter coefficient value of 0.312. This can be seen from the T-statistics of 24,000 > 1.96 and the pvalue of 0.000 < 0.05. From these statistical calculations it can be concluded that the cloud tracking-based integrated supply chain learning device has an influence on increasing career development in this research sample, so that H3 states that the cloud tracking-based integrated supply chain learning device has a significant effect on career development so that the hypothesis is accepted. As a result, these findings reinforce the concept that technology integration in education not only improves the learning process, but can also have a significant impact in preparing students for future careers. One study that supports these findings is research by (Wings, Nanda and Adebayo, 2021) which found that the use of technology in the learning process can help students develop the skills needed in the world of work. Additionally, research by (Dutta et al., 2020) also found that the integration of technology in Supply Chain Management education can provide significant benefits in student career development.
Fourth, influence of learning media, in the table it can be seen that critical thinking skills have a positive and significant influence on the quality of learning media with a parameter coefficient value of 0.319. This can be seen from the T-statistics of 3,205 > 1.96 and the pvalue of 0.001 < 0.05. From these statistical calculations it can be concluded that learning media has an influence on improving critical thinking skills in this research sample, so that H4 states that learning media has a significant effect on career development so that the hypothesis is accepted. By showing the positive and significant influence between learning media and critical thinking skills, this research confirms that the effective use of learning media can help students develop analytical, evaluative and critical thinking skills. A number of studies support the finding that learning media can positively influence students' critical thinking skills. Research by (Hegarty and Thompson, 2019) investigated the effect of using interactive learning media on students' critical thinking skills at the secondary school level. Additionally, research by (Seybert and Kane-gill, 2011) examined the effects of using web-based learning media in developing students' critical thinking skills at the college level.
Fifth, influence of learning media, in this table it can be seen that learning behavior has a positive and significant influence on the quality of learning media with a parameter coefficient value of 0.372. This can be seen from the T-statistics of 3,205 > 1.96 and the p-value of 0.001 < 0.05. From these statistical calculations it can be concluded that learning media has an influence on increasing learning behavior in this research sample, so that H4 states that learning media has a significant effect on career development so that the hypothesis is accepted. Related research has shown that the use of learning media can have a positive impact on student learning behavior. A study conducted by (Harjana, Saputra and Tho, 2023) found that the use of interactive learning media significantly increased students' interest in learning and involvement in the learning process. Another study by (Huang et al., 2019) also highlighted that online learning media is effective in increasing students' learning motivation and facilitating better understanding of learning material. According to research by (Sauli, Wenger and Fiori, 2022), the use of online learning media significantly contributes to improving skills relevant to the world of work.
Sixth, influence of learning media, in this table it can be seen that career development has a positive and significant influence on the quality of learning media with a parameter coefficient value of 0.444. This can be seen from the T-statistics of 2,452 > 1.96 and the pvalue of 0.015 < 0.05. From these statistical calculations it can be concluded that learning media has an influence on increasing career development in this research sample, so H6 states that learning media has a significant effect on career development so that the hypothesis is accepted. These findings broaden our understanding of how the use of learning media can make a meaningful contribution to students' career readiness. By showing that learning media has a positive effect on career development, this research provides a strong empirical basis for educational institutions to take into account the use of learning media in curriculum design. Previous research has provided consistent support for the finding that learning media plays an important role in student career development. A study conducted by (Coetzer, Susomrith and Ampofo, 2020) highlighted the positive impact of using interactive learning media in the context of vocational education. In addition, research by (Carpenter et al., 2020) also makes an important contribution to understanding the role of learning media in shaping students' careers.
Seventh, cloud tracking based integrated supply chain learning tools on critical thinking skills, learning behavior, career development, in the table it is explained that learning media is able to provide positive and significant mediation on the relationship between cloud tracking based integrated supply chain learning tools and critical thinking skills, learning behavior, career development. This can be seen from the obtained parameter coefficient values which reached 0.263,0.307, and 0.366. Apart from that, the significant influence can be seen from the T-statistic values of 3,061, 3,355, and 2,438 > 1.96 and the p-values 0.002, 0.001, and 0.015 < 0.05. Based on this statistically, it can be concluded that learning media can significantly mediate the relationship between cloud tracking-based integrated supply chain learning tools and critical thinking skills, learning behavior and career development in this research sample, so H7 states that integrated supply chain tools Cloud tracking-based learning has a significant effect on critical thinking skills , learning behavior and orientation, with the mediation of accepted learning media. These findings show that learning media is not only a tool for conveying information, but also functions as an effective link between technology and student learning outcomes. A number of studies support the finding that learning media acts as a significant mediator between cloud-based technology and student career development. For example, research conducted by (Belwal et al., 2020) found that the use of cloud-based technology in learning can positively influence students' critical thinking skills and learning behavior. Additionally, research by (Ho et ah, 2023) shows the effect of integrating cloud-based technology in the learning process on critical thinking skills.
6 CONCLUSION
The main finding of this research is that learning media plays an important role as a mediator between cloud tracking-based integrated supply chain learning tools and students' critical thinking skills, learning behavior and career development. This is indicated by significant parameter coefficients as well as statistically supportive T-statistics and p-values. The implications of these findings for theory and practice are to strengthen the urgency to integrate learning media in learning strategies to improve the quality of education in the field of management. These findings can help improve the quality of education in the field of supply chain management. However, this study also acknowledges limitations in the study sample and recommends future research that is more inclusive and exploratory.
ACKNOWLEDGEMENTS
We thank the Institute for Research and Community Service, State University of Malang, which has funded the KBK competitive scheme. Thanks also to collaborator Dr. Zamzami Zainuddin from the University of Malaya and all lecturers of Office Administration Education, State University of Malang.
RGSA adota a Licença de Atribuięao CC BY do Creative Commons (https://creativecommons.Org/licenses/by/4.0/).
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Abstract
No artigo "Construtively Aligned Instructional Design for Oral Presentations" (Projeto Instrucional Alinhado Construtivamente para Apresentações Orais), os autores exploram a implementação e os resultados do modelo "General, Particular Specific" (GPS) como uma estrutura para o projeto educacional curricular para apresentações orais dentro da educação CTEM em uma Universidade Politécnica R1. Objetivo: Este estudo tem como objetivo investigar o impacto do modelo "Geral, Particular Específico" (GPS) na melhoria do alinhamento construtivo no projeto educacional curricular para apresentações orais na educação CTEM para melhorar as habilidades de comunicação oral dos alunos e sua eficácia na comunicação técnica. Estrutura Teórica: Alinhamento construtivo, Avaliação baseada em currículo e design curricular e instrucional se destacam, fornecendo uma base sólida para a compreensão do contexto da investigação. A literatura inclui textos fundamentais sobre gestão de marketing, pesquisa de engenharia centralizada, taxonomia de objetivos educacionais de Bloom e os princípios de aprimoramento do ensino através de alinhamento construtivo. Além disso, reconhece a natureza multifacetada do design instrucional, enfatizando a ampla adoção do modelo ADDIE (Análise, Design, Desenvolvimento, Implementação e Avaliação), apresentando uma abordagem estruturada e abrangente para o planejamento e a execução educacional. Método: A metodologia adotada para esta pesquisa compreende um projeto de estudo qualitativo, utilizando abordagens de estudo de caso dentro do departamento de Humanidades e Ciências Sociais em uma Universidade Politécnica R1. Os dados foram coletados por meio de observações em sala de aula, entrevistas com instrutores e análise dos resultados da apresentação do aluno antes e depois da implementação do modelo GPS. Resultados e discussão: os resultados revelaram melhorias significativas nas habilidades dos alunos para pensar criticamente sobre o alinhamento do conteúdo com as expectativas do público e comunicar informações técnicas de forma eficaz. Na seção de discussão, esses resultados são contextualizados à luz do quadro teórico, ressaltando a eficácia do modelo GPS na promoção de instruções claras e explícitas e andaimes em habilidades de apresentação oral. O estudo reconhece possíveis limitações, incluindo o seu âmbito dentro de uma única instituição e a necessidade de uma validação empírica mais ampla. Implicações da pesquisa: As implicações práticas e teóricas desta pesquisa são discutidas, fornecendo insights sobre como os resultados podem ser aplicados ou influenciar práticas na educação em CTEM. Estas implicações poderão abranger o desenvolvimento curricular, as estratégias pedagógicas e o reforço das competências de comunicação nos domínios das CTEM. Originalidade/valor: Este estudo contribui para a literatura, destacando a originalidade da aplicação do modelo GPS no contexto da instrução de apresentação oral, marcando uma mudança significativa das abordagens tradicionais, menos estruturadas, para uma metodologia mais estruturada e construtivamente alinhada. A relevância e o valor desta pesquisa são evidenciados por seu potencial para impactar práticas pedagógicas, particularmente no aprimoramento das capacidades de apresentação oral dos alunos de CTEM, abordando, assim, uma lacuna crítica na educação em CTEM e na formação em comunicação.