Dedi Rohendi

The rapid adoption of generative artificial intelligence in programming education has raised concerns regarding student over-dependence and the erosion of computational thinking skills. This study presents the design and internal validation of SEKAPAI, an AI-based scaffolding platform developed to support computational thinking while promoting responsible use of generative AI. Using an Agile-oriented Research and Development approach, SEKAPAI integrates three adaptive scaffolding modules—Solution Assessment, Code Assessment, and Free Interaction—to deliver context-aware feedback without providing direct solutions. System requirements were derived through stakeholder analysis and translated into a modular, web-based architecture supported by GPT-based services. Internal validation was conducted using comprehensive black-box testing to evaluate functional correctness, feedback behavior, and alignment with computational thinking components. The results indicate that SEKAPAI operates reliably across core system features and consistently implements progressive scaffolding strategies that regulate AI assistance. This study demonstrates how pedagogical scaffolding principles can be operationalized within AI-assisted learning systems and provides a technically feasible reference model for responsible AI integration in programming education.

Deep learning is a policy currently being implemented in primary and secondary education, as well as in vocational schools. The implementation of deep learning in learning in vocational schools requires an exceptional understanding for teachers. This training aims to gather data and facts about the knowledge, experience, and implementation of deep learning among private vocational school teachers. The method employed is in-house training, utilizing a participatory and collaborative approach. The training was held at LPS Ciamis Private Vocational School. The training participants were 40 private vocational school teachers. The instrument used was a questionnaire using Google Forms. The results of the training showed that an average of 68% of private vocational school teachers already had a deep understanding of learning. As many as 15.8% of private vocational school teachers are familiar with the basic concept of deep learning. This knowledge was obtained from social media, friends, and the web, to the extent of 31.6%, 26.3%, respectively. As many as 89.5% of private vocational school teachers agreed that deep learning can improve the quality of learning. The teachers already have a high degree of understanding of the purpose of implementing deep learning in vocational schools, with approximately 98% understanding. 47.4% of private vocational school teachers are ready to implement deep learning, while 47.4% of private vocational school teachers are not ready to implement deep learning. Thus, deep learning still requires intensive socialization and training so that vocational school teachers can implement deep learning into the subjects they teach.

This study examined the integration of Van Hiele teaching phases and GeoGebra software to enhance comprehension in engineering mathematics among mechanical engineering education students. A quasi-experimental design was employed to compare learning outcomes between an experimental group using this integrated approach and a control group receiving traditional instruction. Structured teaching methods in this context referred to a systematic instructional framework based on the Van Hiele model, which organized learning into progressive phases from basic exposure to advanced conceptual analysis to build a solid cognitive foundation. Meanwhile, dynamic visualisation tools, denoted as interactive software, such as GeoGebra, that allowed students to manipulate and explore mathematical models in real time, thereby transforming abstract concepts into tangible visual experiences. Data were collected using mathematics proficiency tests and were analysed through the Structure of the Observed Learning Outcome taxonomy and Cognitive Load Theory principles. The findings revealed that the mean score increase represented the absolute difference between pre-test and post-test averages, with the control group showing a higher raw improvement (23.29%) than the experimental group (16.17%). However, the normalized gain (N-gain), which measured relative learning progression accounting for initial knowledge levels, was greater in the experimental group (48%) compared to the control group (40%). A t-test analysis (p 0.05) confirmed a statistically significant difference, highlighting the advantages of integrating Van Hiele teaching phases with GeoGebra in engineering mathematics education. This study contributed to the development of technology-enhanced learning strategies in mathematics education and recommended that future research explore the scalability and cross-disciplinary applicability of this integrative approach.

This study investigates the impact of augmented reality (AR) applications on geometry learning among 56 eighth-grade students in Indonesia. Over four weeks, students were taught about basic three-dimensional figures such as cubes, rectangular cuboids, pyramids, and prisms using AR materials. We measured student interactivity and responses through observation and a questionnaire. The results showed a significant increase in student interactivity and overwhelmingly positive responses to the subject matter. A questionnaire revealed that students found AR materials satisfactory, easy to use, and helpful in concretizing abstract concepts. Most students expressed a desire to use AR applications in other subjects as well.

This study aims to explore the role of Augmented Reality (AR) in enhancing practical skills within vocational education, particularly in response to the evolving needs of the educational sector. Through a bibliometric analysis and comprehensive literature review, this research examines trends in AR research from 2003 to 2023. The study focuses on publication growth, citation impact, research focus, and subject area. The research method used includes bibliometric analysis and systematic literature review, with data visualized through tools like VOSviewer and Tableau. Data were collected from various academic databases, examining the distribution of publications, research impact, and citation patterns over the years. Data were analyzed using quantitative and cluster analysis to categorize research trends into six clusters: industrial architecture, biomedical surgery, product development, learning methods, AR's positive impact, and acquired skills. The study results showed that AR has a positive impact on several skill sets but may occasionally hinder others. The research also reveals that while AR applications are gaining momentum, certain areas such as Agricultural and Biological Sciences, Economics, and Nursing remain largely unexplored. This review highlights the importance of advancing AR in untouched fields and emphasizes the need for further investigation into the systematic assessment of skills acquired through AR, making this study vital for educational technology, vocational instructors, and institutions aiming to implement AR technologies effectively.

In the context of the global economy, the importance of international exposure for vocational students cannot be overstated. Indonesia, with its abundant educational resources and cultural richness, has yet to tap its potential as a leading destination for international students. This study examines the development and impact of a socialization program to increase Malaysian vocational students’ interest in mobility programs and further study in Indonesia. The participants in this study were university students. Data collection was conducted through an online survey using a pretest and posttest questionnaire instrument. Data were analyzed using the Wilcoxon test to test the hypothesis that there is a significant positive change in student interest and the N-Gain value to determine the magnitude of the increase in interest. The results showed a moderate increase in interest, confirming the important role of prior knowledge and institutional image in the decision-making process. These findings suggest that Indonesian universities need to increase their global visibility through strategic marketing and international collaboration. The implications of this study provide important insights for policymakers, higher education institutions, and other stakeholders in increasing Indonesia’s attractiveness as an educational destination for international students, especially from Malaysia.

Purpose: The paper aims to examine the casual role of higher-order thinking skills as a mediator in the relationship between students’ strength in mathematics and achievement in electrical and electronic engineering education. Design/Methodology/Approach: The study adopted a quantitative research design where random cluster sampling was used to select a total of 488 final-year students from four technical universities in Ghana. Mathematics achievement tests were used to gather data on students’ higher-order thinking skills and competence in five areas of mathematics. Also, their examination results were collected from their respective universities. Mediation analysis was done using AMOS 26. Finding: The study revealed that the positive effect of students’ strengths in the five selected mathematics topics on their performance in electrical and electronic engineering education is mediated by their higher-order thinking skills. Conclusion: The research concludes that there is a partial mediation in the relationship between students’ strength in mathematics and achievement in electrical and electronic engineering education by higher-order thinking skills. Research Limitations: It is recommended that further researchers carry out similar research with more mathematics indicators to explain more variations in achievement in electrical and electronic engineering education. Practical Implication: Engineering mathematics curriculum developers should stress the need for mathematics, especially algebra, for the development of higher-order thinking skills to facilitate problem-solving in electrical and electronic engineering education and practice. Contribution to Literature: This study highlights the relationship between the understanding of the concepts of specific mathematics topics, higher-order thinking skills, and achievement in electrical and electronic engineering education.

Many subjects in engineering are abstract, not only in theoritical concepts but also in practices. This causes difficulties for students in understanding the material. Especially if the availability of practical tools is limited. Therefore we need media that can help students learn abstract material to be more real amidst the limitations of existing practical tools. Multimedia is a technology that is used in various fields, also in the education field. Multimedia has advantages such as being able to simulate, sound, move, video, and others and can be used as a learning aid. Multimedia based on Augmented Reality (AR) is an alternative solution to solve the students problems in learning. The aims of this research is to develop multimedia based on Augmented Reality. This research method is ADDIE. The multimedia development process begins with analysis, design, development, limited implementation and evaluation. The result of this AR-based multimedia development process is that multimedia products have been declared feasible, both in terms of material and multimedia.

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