REKA ELKOMIKA: Jurnal Pengabdian kepada Masyarakat

ISSN(p): 2723-3235 | ISSN(e): 2723-3243 | Vol. 1 | No. 2| Pages 98 - 110

DOI: https://doi.org/10.26760/rekaelkomika.v1i2.98-110 November 2020

IoT Trainer Kit Training For Vocational School

Teachers As Preparation Towards The 4.0
Industry Era
MAYA RAHAYU, TEDDI HARIYANTO, M. YUSUF FADHLAN

Politeknik Negeri Bandung

Email: [email protected]

Received 28 November 2020 | Revised 30 November 2020 | Accepted 1 December 2020

ABSTRACT

In welcoming industry 4.0, teachers in vocational education are required to be able to

make students be ready to enter the industry. However, the ability of vocational
teachers to replace industry 4.0 is not optimal yet. One of the reason is unavailability
of learning media to support IoT-based learning. We use an IoT training kit to make
teachers easier to understand the Internet of Things. This trainer kit is equipped with
an Arduino, some input devices and communication devices. These features are
expected to improve teacher understanding of IoT, making it easier to implement it in
the teaching-learning process with their students. The methodology used in this
journal is quantitative research, with experimental research designs. The type of
experiment used is the type of pre-experimental design, in the form of one group pre-
test-post-test. The results of this training can improve the learning outcomes from the
cognitive realm is 31.45%.

Keywords: Training, Trainer Kit, IoT

1. INTRODUCTION

Currently, the world is entering the era of the industrial revolution 4.0. In this era,
integration between devices using an internet connection is very important. This integration
is commonly called the Internet of things (IoT). IoT has influence in various aspects of life,
both in the fields of economy, politics, culture, art, and the world of education. In order to
prepare Indonesia to face these challenges, it requires qualified human resources supported
by education based on this technology as well. SMK as a vocational-based school should
have a big role in building human resources to face these challenges. In order to support
this, vocational school teachers must have the ability to support the topic of Internet of
Things. This is to produce human resources who have skills according to the times.
Therefore, various training and supporting equipment are needed to support vocational high
school teachers in learning about IoT, which is a new technology. Various studies have been
conducted to improve understanding in the field of Electrical Engineering. In (Islam et al.,
2010) has used the FPGA / embedded systems training kit to support postgraduate students
in short training in industry. In this paper, a kit that integrates software and hardware can
help students to understand difficult abstract concepts. In (Mariani et al., 2018), a
performance-based adaptive curriculum has been designed for robot training that will assist
operations. In this paper, a VR training kit was made for operation using a robot simulation.

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A review of student development using formulas and changing the highest score is obtained
from the test results of people who are experts in

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 Rahayu, et al.

their fields with the minimum score of ordinary people who do not understand at all about
robotics. Several other papers also discuss a trainer kit to facilitate the teaching-learning
process such as (Pérez et al., 2008) which makes a trainer kit to complement electronic
lessons, paper (Noronha et al., 2018) describes a trainer kit to learn in-depth learning
about FPGA, paper (Carullo et al., 2003) describes how to use a trainer kit to learning
about audio processing, paper (Svane et al., 2017) describes a framework for learning
about Arduino, (Cho, 2009) analyzes the educational impact of a trainer kit that has been
used as a learning medium. While papers (Luo et al., 2020) and (Kit, 2000) describe and
maximize the features of the trainer device. In (Hariyanto et al., 2019) a research was
carried out to build a prototype of the IoT trainer kit. The trainer kit integrates software,
communication modules and electronic hardware. In this paper, the temperature sensor
contained in the IoT trainer kit has been accurate so that the trainer kit can be more reliably
implemented as a learning medium. In this journal, the IoT trainer kit will be used as a
learning medium for training teachers of SMK Negeri 1 Cimahi. The author wants to know
the learning outcomes of the teachers of SMK Negeri 1 Cimahi after training using the IoT
trainer kit. It is hoped that after this research, learning outcomes and vocational school
teachers' understanding of IoT materials can be improved to face the new challenges of
industry 4.0. The results of research in this journal can be used for consideration for various
educational institutions, especially vocational education institutions, in selecting learning
media to support material understanding of the Internet of Things.

2. METHOD

This research was conducted at SMK Negeri 1 Cimahi, with a population of all teachers
at SMK Negeri 1 Cimahi, and the research sample was teachers of SMK Negeri 1 Cimahi who
attended the IoT Trainer kit training. The data retrieval steps in this journal are described in
Figure 1. Before the training was carried out, a sample of 25 students of the
Telecommunication Engineering Department of the Bandung State Polytechnic was
conducted first. It is assumed that these students have not yet gained an understanding of
IoT because they are still studying at the initial level in third semester.

Question Validity Test

Pre-test

Implementation of the IoT

Trainer Kit Training

Post-test

Figure 1. Data Retrieval Steps

The training was conducted for 12 meetings. Each meeting is accompanied by a
jobsheet to help trainees understand the material and guide practicum during the training. At
the first meeting, a pre-test and preliminary material was carried out which contained an
outline of the material as a whole. Then the material content consists of hardware, software
and communication media. Table 1 shows the training schedule along with the detailed
material provided during the training. The last meeting was filled with post-tests and
evaluations.

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Table 1. Details of Training Materials

Meeting Training Materials Material Group
1 Pre-test and Preliminary
preliminary
2 Mikrokontroler and Hardware
Micro SD
3 Communication Communication
Material media
4 Radio Communication
communication media
5 Bluetooth Communication
media
6 Wi-Fi (ESP 8266) Communication
media
7 Node JS Communication
Devices
8 HTML and MySQL Software
9 PHP Software
10 DHT11 Sensor Hardware
11 RFID Hardware
12 Post-test Post-test

Each training material is accompanied by a training module. Each of these modules is

equipped with an introduction, introduction, learning materials, tools / media, materials,
learning resources, reading materials, and exercises consisting of work steps. These work
steps will help teachers to practice this IoT trainer kit training. In this training, the trainer is
assisted by various hardware and software. The hardware, which consists of several tools, is
integrated into an iot trainer kit module made by the Bandung State Polytechnic
Telecommunication Engineering Department called IoT T-Kit. The image of the IoT T-Kit is in
Figure 2. Then the software used is the Arduino IDE to create device control programs as
well as various supporting applications for website creation.

Figure 2. IoT T-Kit (Hariyanto, 2019)

The method used in this journal is a quantitative method. The design used is
experimental. The type of experiment used is pre-experimental design, in the form of one
group pre-test-post-test. According to (Sugiyono, 2006), a design using this method first
performs a pre-test before being treated so that the treatment results can be known more
accurately. This is because researchers can compare with the situation before being treated.
O1 X O2
Information:
O1: pre-test, which is carried out before being given training treatment using the IoT Trainer
kit learning media.
X: treatment, namely the use of the IoT Trainer kit as a learning medium

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O2: the final test (Post-test) which is carried out after the trainer uses learning media using
the IoT trainer kit is given.

The variables used in this journal are as follows.

1. Independent Variable (X)
Independent variables are often referred to as stimulus, predictor, or antecedent variables.
In Indonesian, this variable is often called an independent variable, namely the variable that
affects or the variable that causes changes or the emergence of the dependent variable
(Sugiyono, 2006). In this journal, the independent variable or independent variable is the
use of the IoT trainer kit as a learning medium.
2. Dependent Variable (Y)
This variable is often referred to as the output, criterion, or consequent variable. In
Indonesian, this variable is often called the dependent variable, which is the variable that is
influenced or the variable that becomes the result of the independent variable (Sugiyono,
2006). In this journal the dependent variable is the result of teacher learning in the IoT
trainer kit training conducted by the Bandung State Polytechnic. The instruments used in this
journal must be tested first. The instrument used was 40 multiple choice items to do the pre-
test and post-test. There are several methods in testing the instruments used in this journal,
namely validity test, reliability test, differentiation test and difficulty level test.

2.1 Instrument Validity, Reliability, and Distinguishing Tests

1. Validity Tests
The validity test was carried out before the pre-test and post-test were carried out. The
validity test was carried out on students of Bandung State Polytechnic level 2 in semester 3
who were assumed to have no understanding of the Internet of Things. Level 2 students
have just studied various basic subjects, have not entered the core courses and the subjects
studied have not been integrated with one another. To calculate the validity of the
instrument by calculating the validity coefficient. The validity test uses the Product Moment
Correlation formula (Arikunto, 2002) as follows:
∑ ∑ ∑
√{ ∑ ∑ }{ ∑ ∑ }
Where:
rXY : correlation coefficient
X : each teacher's score on the question item
Y : the total score of all teachers
n : the number of teachers

The interpretation of the correlation coefficient in showing the level of validity (Arikunto,
2002) is shown in Table 2.
Table 2. Instrument Validity Criteria
Correlation Coefficient Validity Criteria
0,80 ≤ rxy < 1,00 Very high
0,60 ≤ rxy < 0,80 High
0,40 ≤ rxy < 0,60 Enough
0,20 ≤ rxy < 0,40 Low
0,00 ≤ rxy < 0,20 Very Low
2. Instrument Reliability Test
The reliability test aims to test the accuracy of the instrument in measuring what will
be measured. The reliability test in this journal uses the Kuder-Richardson 21 (K-R20)
formula (Arikunto, 2002) as follows:

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∑
( )( )
Where:
r11: Overall test reliability
Vt: Total variance
k: The number of question items
p: The proportion of subjects who answered the item correctly
q: The proportion of subjects who answered the item incorrectly
In finding the price of total variance (Vt) (Arikunto, 2002) it is calculated using the formula
below.
∑
∑

Where:
∑Y : Total Score
N : Total Respondent

The value of r11 is then compared with the value from the product moment table, if
r11> r table, then the instrument is declared reliable. Conversely, if r11 <rtabel, then the
instrument is declared unreliable. The interpretation of the degree of reliability (Arikunto,
2002) is shown in Table 3.
Table 3. Instrument Reliability Criteria
Correlation coefficient Reliability Criteria
0,80≤ r11 < 1,00 Very high
0,60 ≤ r11 < High
0,80 Enough
0,40 ≤ r11 < Low
0,60 Very Low
0,20 ≤ r11 <
0,40
0,00 ≤ r11 <
0,20

1. The Difficulty Level Test

The difficulty level is a parameter which states that the item is included in the easy, medium,
and difficult categories. The difficulty level (Arikunto, 2002) can be calculated by the formula
below.

Where:
P: Difficulty index
B: the number of teachers who answered correctly
JS: the total number of teachers taking the test

The classification of the difficulty index (Arikunto, 2002) can be seen in Table 4.

Table 4. Classification of Difficulty Index

Difficulty Index Classification
0,00 ≤ P < Difficult
0,30 Mediu
0,30 ≤ P < m
0,70 Easy
0,70 ≤ P ≤

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1,00

If the TK score for a question gets lower, the problem is getting more difficult. A
question is said to have a good level of difficulty if the TK obtained from the question is
around 0.50 or 50%. Problems with a TK score of ≤0.10 are difficult questions, and those
with a TK score of ≥0.90 are too easy.

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4. Distinguishing Test
The distinguishing power of a question symbolizes the ability of the question to distinguish
between participants in the training who can answer questions and participants who cannot.
The distinguishing power classification is in Table 5. The distinguishing power of a problem
can be calculated using the formula below.

D= - = -

Where :
D = Differentiation Index
= The number of participants in the top group
= The number of participants in the lower group
= The number of participants in the upper group who answered correctly
= The number of participants in the lower group who answered correctly
= The proportion of participants in the upper group who answered correctly

Table 5. Classification of Distinguishing Power

No. D Value Range Classification
1. D < 0.20 Bad
2 0.20 ≤ D < 0.40 Enough
3. 0.40 ≤ D < 0.70 Good
4. 0.70 ≤ D < 1.00 Very Good
5 Negative Not good, must be thrown away

2.2 Data Analysis Technique

Then after testing the validity, reliability and discriminating power tests, a new IoT trainer kit
training was carried out for vocational school teachers. The training was conducted in 12
meetings, which began with a pre-test and introduction, then ended with a post-test. The
training went well and consisted of a total of 38 trainees. The state of training is in Figure 3.

Figure 3. IoT Trainer Kit Training at SMKN 1 Cimahi

Figure 3. The IoT Trainer Kit Training in the data analysis technique using the data
normality test, hypothesis testing, and t-value test. SMKN 1 Cimahi.

1. Data Normality Test

The normality test aims to test whether the data tested is normally distributed or not.
To obtain normally distributed data, the chi squared distribution test is used. (Arikunto,
2002) The data normality test using Chi-square is done by comparing the normal curve

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formed from the collected data (b) with the standard / standard normal curve (a). To
calculate the value of Chi-squared (Arikunto, 2002), several steps are carried out as
follows:
1. Determine the number of interval classes for normality testing using Chi-squared, then
the number of interval classes is adjusted to the standard normal curve, namely 6
interval classes.
2. Determine the length of the interval class (PK) PK = ((Largest data-Smallest data)) /
(Number of interval classes)
3. Create a data frequency distribution table as in Table 6.
Table 6. Frequency distribution table
Interval Fo Fh fo-fh (fo-fh)2

Where :
fo: the amount of data observed
fh: expected amount of data

4. Calculated the expected frequency

5. Enter the fh data, and calculate value of (fo – fh ) , , and add them up. is
the chi-square value (χ2)
6. Comparing the calculated chi-square price with the chi-squared table, with the following
conditions: If χ2 count ≤ χ2 table then the data is normally distributed If χ2 count> χ2
table, the data is not normally distributed
7. Hypothesis Testing
Hypothesis testing has a function to determine whether the hypothesis made in this
journal is accepted or rejected. The hypotheses proposed in this journal include: H0: the use
of the IoT trainer kit as an Internet of Things learning medium is considered effective if the
average gain in cognitive learning outcomes obtained by trainees is greater or equal to 30%
Ha: the use of the IoT trainer kit as an Internet of Things learning medium is considered
ineffective if the average gain obtained from the learning outcomes of the trainees' cognitive
domain is less than 30%.
H0 : π ≥ 30%
Ha : π < 30%
The hypothesis used in this journal is the descriptive hypothesis. Hypothesis testing is
done using the left side test.

8. T Test
This t test is carried out on the mean value of the pre-test and post-test as well as the
gain of the experimental group and the control group. The t test on the pre-test data aims to
test whether there are differences in the initial data collection. After the correlation
coefficient is known, a significance test is carried out to determine the validity of each
question. The significance test (Sugiyono, 2006) was carried out using formula below.
√
√

Where:
t : tcalculation
r : correlation coefficient
n : number of teachers
T test criteria by comparing the results tcalculation with ttable. If tcalculation > ttable , then the
question can be said to be valid. If tcount<ttable then the question item is said to be invalid.

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ttable obtained from the degrees of freedom (dk) = n-2 and the level of significance (α) =
0,05.

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3. RESULTS AND ANALYSIS

The first step taken was making questions to test the validity, reliability, and discriminating
power. This trial was conducted to determine the feasibility of the research instrument to be
used as a data collection tool. The instrument used in this journal is a multiple choice
consisting of 40 questions with 5 choices. Details of the question material as in Table 7.

Table 7. Details of the Material in Problem

Problem number Materials
1-5 Web (HTML and MySQL)
6-10 Node JS
11-15 PHP
16-25 microcontroller (arduino)
25-30 Communication Devices
31-35 DHT 11 sensor
36-40 RFID

Of the forty questions, the validity, reliability and discriminating power tests were carried out
before they were implemented on the teachers of SMKN 1 Cimahi. The trick is to give these
questions to the 2nd level students at the Bandung State Polytechnic. It is assumed that
these students do not have an understanding of IoT. The test results from these students
were then processed to test the validity, reliability and discriminatory power.

3.1 Instrument Test

1. Validity test results
The calculation of the instrument validity test in this journal uses Product Moment
correlation. In this study, there were 40 questions whose validity was tested, with a total of
25 students. The confidence level is 95% with degrees of freedom (dk) = 23 (dk = n-2 =
25-2 = 23). Then obtained ttable = 1,7. The items of the instrument are declared valid if
tcalculation > ttable.
Based on the results of the instrument validity test, 31 questions were found to be
valid and 9 questions were invalid. A total of 9 questions were eliminated so that the
questions to be used as instruments became 31 questions. The validity data of these
instruments are shown in Table 8.

Table 8.The Results of Problem Validity Test

Validity Numbers of Question Number
Question
Valid 31 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 13, 15, 16, 17, 19, 20, 21, 22, 23, 24,
25, 26, 28, 30, 32, 34,35, 36, 37, 38, 39
Not Valid 9 6, 12, 14, 18, 27, 29, 31, 33, 40
Total 40

2. Reliability Test Results

The results of the calculation of the reliability test on a sample of 25 students using the
Kuder-Richardson formula. This reliability test uses a significance level of 5% and degrees of
freedom (dk) = 23 (dk = n-2 = 25-2 = 23). Then obtained rtable equal to 0,31. The
instrument can be said to be reliable if rcalculation > rtable. Details of the reliability test results
are in Table 9.
Table 9. Reliability Test Results

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r12 r11 rtabel Notes

0.80 0.89 0.31 Reliable with very high criteria

From the results of the calculation of the reliability test in this journal, it can be said
that the research instrument is declared reliable. This means that if this instrument is used
several times to measure the same object, it will produce the same data, where r11(0,89) >
rtable (0,553).
3. Difficulty Level Test Results
Test the difficulty level of the test questions for 5 choice multiple choice questions was
carried out to determine the level of difficulty of each item that had been declared valid. The
results of the difficulty level test can be seen in Table 10.
Table 10. Test Results of Problem Difficulty Level
Criteria Numbers of Question Question Number
Easy 2 38, 39
Medium 26 1, 2, 3, 4, 5, , 7, 8, 9, 10, 11, 13, 15,
17, 19, 20, 21, 22, 24, 25, 26, 28, 30,
34, 35. 36, 37
Difficult 3 16, 23, 32

4. Distinguishing Power Test Results

The distinguishing power test was conducted to determine the ability of the questions to
differentiate between smart, poor and moderate groups of training participants. The results
of the distinguishing power test for each question can be seen in Table 11.
Table 11. Distinguishing Power Test Results
Numbers Question
Classification of Number
Question
7, 21, 22, 25,
Good 7
28, 32, 35
1, 2, 3, 4, 5, 8,
9, 11, 13, 15,
Medium 21 16, 17, 19, 20,
23, 24, 26, 27,
30, 34, 36, 37
Bad 3 10, 38, 39

3.2 Data Analysis

1. Pre-test Results
The pre-test results provide an overview of the training participants' initial abilities before
obtaining material about the Internet of Things. For more details, the pre-test result data
can be seen in Table 12.
Table 12. Description of Pre-test Data
Number of Samples 38

Minimum Score 11,0

Maximum Score 93,5

Range (R) 82,55

Average ( x ) 52,84

2. Post-test Results

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The results of the post-test will provide a partial picture of the final abilities of the training
participants after obtaining the subject matter (treatment). The post-test results were
obtained

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from a written test with the same type of test and the number of questions as the pre-test.
The post-test result data is described in Table 13.
Table 13. Post-test Result Data
Number of Samples 38

Minimum Score 54,8

Maximum Score 100,00

Range (R) 45,16

Average ( x ) 81,84

3. Cognitive Gain
Gain data obtained from the pre-test and post-test results of the training participants. The
next data analysis will then be carried out on the data gain. The gain data in this study are
listed in Table 14.
Table 14. Gain data obtained by training participants
Pre-test Postest Gain
50.39% 81.84% 31.45%

100
80
60
40
20
0
Pretest Postest Gain

Figure 4. Comparison of Pre-test and Post-test Results

The comparison of the pre-test and post-test results is in Figure 4. From this graph, it can be
seen that the average pre-test result of the training participants was 50.39%, while the post-
test average was 31.84%. Based on these data, it can be concluded that the use of the IoT
trainer kit is quite effective because of an increase in teacher learning outcomes in the
cognitive domain of 31.45%.

4. Normality Tests Result

From the results of the normality test that has been carried out on the pre-test and
post-test results, data is obtained as in Table 15 below.

Table 15. Data Normality Test Results

χ2calculation χ2table
Pre-test 10,07 11,07
Post-test 10.83 11,07
In the table above, it can be seen that the x2 count in the pre-test is 10.07.
Meanwhile, in the post-test, the x2 count was 10.83. With dk = 6-1 = 5 at the 95%

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confidence level, it is obtained x2 table = 11.07. Data can be stated as normal if χ2count>
2table. Therefore, the pre-test and post-test data were declared normal.

5. Hypothesis Test Results

Hypothesis testing in this journal is conducted to determine the effectiveness of using
the IoT trainer kit as a learning medium. Hypothesis testing in this journal is by using the left
side test. The hypotheses in this journal are as follows:
H0: the use of IoT trainer kits as an Internet of Things learning medium is considered
effective if the average gain of student learning outcomes is greater than or equal to 30%
Ha: the use of the IoT trainer kit as an Internet of Things learning medium is
considered ineffective if the average gain of learning outcomes in the cognitive domain of
the trainees is less than 30%.
H0 : π ≥ 30%
Ha : π < 30%
Ho is accepted and Ha is rejected if tcount ≥ ttable. Hypothesis testing is done with
degrees of freedom (dk) = n - 1 = 38 - 1 = 37 with an error rate of 0.05 in order to obtain
ttable = -2.68. tcount is 1.479. Because of tcount (1,479) ≥ ttable (-2.68), then H0 is accepted and
Ha is rejected. So that the use of the IoT trainer kit as a learning medium is considered
effective.
After performing various data processing, several findings were obtained. The first
finding was that some of the items on the instrument did not meet the requirements to be
used as a measuring tool for the training participants' ability tests. This is due to the low
Rpbis so the value rcount compared with rtable be low. A question can be said to be invalid
because the question is too easy, causing almost all training participants to answer correctly
or the item is too difficult so that the trainee cannot answer correctly. This causes rcount to be
smaller than rtable which means that the item is invalid. Although the results of the validity
test showed that there were several items that were invalid, based on the results of the
reliability test, the instrument was declared reliable. This shows that the items that are
declared valid can be used for research instruments.
From the results of the difficulty level test, most of the questions on the research
instruments in this journal were included in the moderate criteria. Then, based on the results
of the distinguishing power test, it showed that most of the items had good and sufficient
criteria. The average pre-test training participants was 50.39, while the post-test mean
training participants was 81.84. The gain obtained from the learning outcomes of the
training participants was 31.45. From these data, showing an increase in learning outcomes
from the sample is part of the moderate criteria. This shows that the improvement in
learning outcomes before training and after training has changed, but it is not too significant.
As for the results of research on this IoT trainer kit training, there are several advantages
and disadvantages. One of the advantages is that it is easy to implement, efficiency in time
and energy because teachers in the learning process do not need to provide many devices
for learning IoT.
Trainer kit devices are integrated so there is no need for too much wiring. The second
advantage is that the use of the IoT trainer kit makes it easier for teachers to integrate
understanding the IoT concept and integrate between software, hardware and
communication. The problem with using the IoT trainer kit when used as a learning medium
is that some IoT trainer kit software sometimes cannot be installed on a certain OS, so the
use of the software and OS versions must be determined so that teachers do not experience
difficulties. In addition, not all teachers bring laptops during training which causes reduced
understanding.

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4. CONCLUSIONS

By using the IoT trainer kit in the cognitive domain, it can be said to be effective
because the average gain in learning outcomes in the cognitive domain of teachers is
31.45%. This is supported by material regarding software, hardware and communication
devices that have been well integrated in the IoT trainer kit and the accompanying jobsheet.
With significant results in IoT learning for these training participants, the IoT trainer kit is a
learning medium that is good enough to support material understanding of the Internet of
Things in the scope of Vocational Education.

ACKNOWLEDGEMENT

Thank you to SMK Negeri 1 Cimahi and all of its teachers, especially teachers who have
participated in the IoT Trainer kit training by Bandung State Polytechnic.

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