English Proficiency and Mathematical Ability as Cognitive Predictors of Critical Thinking Skill in Industrial Engineering Education

Abstract

The rapid development of Industry 5.0 has raised the demand for higher-order thinking skills, especially critical thinking skill, among engineering students. This study was meant to evaluate the influence of English proficiency and mathematical competence on critical thinking capacity among Industrial Engineering students. This research used a quantitative approach utilizing survey method and multiple linear regression analysis. The population was 689 students of the second semester of Industrial Engineering and the sample was 104 individuals chosen by random sampling techniques. The research instrument for critical thinking capability was initially comprised of 10 items and 8 items were deemed valid with average validity value of 0.646 and reliability coefficient of 0.842. The results of the study showed that English proficiency and mathematics ability had positive and significant effect to analytical thinking capacity partially and simultaneously. The regression coefficient of English proficiency is 0.452 and the coefficient of mathematical ability is 0.318. English proficiency contributed more. Moreover, the simultaneous analysis showed that the two independent factors simultaneously contributed 54% to students’ critical thinking skill. These results imply that linguistic competence and quantitative reasoning ability are significantly involved in the development of higher order thinking skills of Industrial Engineering students. English fluency and mathematical ability integration in engineering education is thus a key technique for preparing students to handle the complex problems of Industry 5.0.