Oriza Candra

Generative artificial intelligence (GAI) is increasingly integrated into higher education, creating opportunities for flexible and personalised learning while raising questions about AI-supported learning. This study examines whether students’ attitudes toward GAI mediate the relationships between perceived ease of use (PEU), perceived usefulness (PU), and perceived Generative AI support for self-regulated learning (GAI-SRL). A cross-sectional survey was conducted with 264 undergraduate students at a public university in Indonesia. Data were analysed using partial least squares structural equation modelling (PLS-SEM). PEU and PU were positively associated with attitudes toward GAI, while attitudes were positively associated with perceived GAI support for self-regulated learning. PEU and PU also showed significant direct relationships with GAI-SRL, and their indirect relationships through attitudes were significant, indicating partial statistical mediation. These findings suggest that students’ attitudes toward GAI constitute an intermediate statistical pathway linking technology-related perceptions with perceived GAI support for self-regulated learning. The study extends technology acceptance research by positioning attitudes toward GAI within a learning-oriented framework and highlights responsible, learner-centred use of GAI while preserving students’ learning agency.

Spatial reasoning has emerged as a central construct in mathematics education research, recognised for its foundational role in geometric understanding and mathematical problem-solving. This ability plays an important role in supporting understanding of geometric concepts and mathematical problem-solving. Previous studies have shown that spatial reasoning is influenced not only by cognitive factors but also by affective and metacognitive aspects, such as beliefs and metacognitive awareness. These two factors influence how students plan, monitor, and evaluate their thinking as they solve spatial problems. This study aims to identify students’ spatial reasoning ability by examining the influence of their beliefs and metacognitive awareness. A total of 95 junior high school students participated in this study. Spatial reasoning ability was measured using tests of spatial visualisation, spatial orientation, and mental rotation, while data on beliefs and metacognition were obtained via questionnaires. The analysis was performed using multiple linear regression. The results showed that beliefs and metacognition simultaneously had a significant effect on students’ spatial reasoning, with a significant contribution of 31.5% (R²=0.315). Beliefs had a significant effect ( p = 0.024 < 0.05), and metacognition also had a significant effect ( p = 0.006 < 0.05) on students’ spatial reasoning. These findings underscore the importance of integrating cognitive, affective, and metacognitive dimensions in mathematics instruction to improve spatial reasoning performance. Learning designs should incorporate belief-strengthening strategies and metacognitive reflection activities, including visual and technology-based tools such as Augmented Reality.

Gamification in education has gained increasing popularity as a means to promote quality education, particularly when integrated with mobile technology to create engaging and accessible learning environments that align with technological advancements. However, a more comprehensive understanding is needed regarding students’ acceptance of such technology, especially in the context of the electrical machinery course. This study investigates students’ acceptance of mobile-based gamified learning (MoGaLearn) in the instruction of electrical machinery. Student acceptance is assessed through the actual use (AU) variable, based on the technology acceptance model (TAM) framework. The theoretical model employed includes key determinants such as perceived ease of use (PEU), perceived usefulness (PU), attitude toward use (A), and behavioral intention (BI). A quantitative, survey-based approach was adopted, involving 136 engineering students who completed a structured questionnaire. Data were analyzed using variance-based structural equation modeling (VB-SEM). The findings reveal that students of the Industrial Electrical Engineering program demonstrate a high level of acceptance toward MoGaLearn in the electrical machinery course. The constructs PEU, PU, A, and BI were empirically found to have a positive and significant influence on students’ acceptance of MoGaLearn. These results highlight the importance of considering these factors in the design, development, selection, and implementation of gamification learning tools in engineering education.

Introduction:digital transformation in the Education 4.0 era has significantly reshaped higher education, including engineering education. In alignment with Sustainable Development Goal (SDG) 4: Quality Education, mobile-based gamification learning (MobGam) has emerged as an innovative approach to enhance learning quality. This study aims to analyze students’ behavioral intention (BI) to adopt MobGam by extending the Technology Acceptance Model (TAM) with two external constructs: Self-Efficacy (SE) and Perceived Enjoyment (PE).Method:a quantitative survey was conducted with 127 Industrial Electrical Engineering students in Indonesia. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to evaluate both measurement and structural models.Results:the findings show that PE significantly enhances both Perceived Ease of Use (PEU) (β = 0.553, p = 0.001) and Perceived Usefulness (PU) (β = 0.301, p = 0.003). SE also demonstrates a strong positive effect on PEU (β = 0.424, p = 0.001) and PU (β = 0.296, p = 0.003). In the structural model, PEU significantly influences PU (β = 0.402, p = 0.001) and Attitude Toward Use (AT) (β = 0.270, p = 0.005), while PU strongly predicts AT (β = 0.526, p = 0.001) and Behavioral Intention (BI) (β = 0.392, p = 0.001). AT emerges as the most powerful determinant of BI (β = 0.591, p = 0.001). Overall, the model demonstrates high explanatory capacity, with BI predicted substantially (R² > 0.70), confirming that both cognitive (PEU, PU) and motivational (SE, PE) constructs jointly shape students’ acceptance of MobGam.Conclusions:this study extends the applicability of TAM in the context of MobGam by integrating SE and PE as key determinants of technology acceptance. Practically, the findings suggest that educators and instructional designers should emphasize PE, SE, PEU, PE, and AT when implementing MobGam systems to foster learning qulality and sustainable technology adoption in line with SDG 4.

The fast evolution of the immersive digital technologies has changed education and brought about new possibilities of interactive and experiential learning. One of those innovations is the Metaverse, which can be used to provide an experience of real-life virtual environments that can improve engagement and collaboration, although its pedagogical applications in vocational education are less explored. Addressing the demand of graduates with the advanced skills of analytical, creative and problem-solving, this research paper explores how the Metaverse-based Project-Based Learning (PjBL) can enhance Higher-Order Thinking Skills (HOTS) in students of Technical and Vocational Education and Training (TVET). Quasi experimental design was used with pre-test and post-test control groups to compare the results of Metaverse-integrated and traditional PjBL. The learning gains in the students were measured by collecting data using a HOTS assessment test and analyzing them using both descriptive and inferential statistical techniques. Findings show that the students in the Metaverse group made significantly better improvement in HOTS especially in analysing, evaluating and creating dimensions than the students in the control group. These results prove that PjBL with the implementation of the Metaverse contributes to better intellectual results among students and greater involvement in the educational process.Regardless of the difficulties concerning the infrastructure and instructor preparation, the research finds that Metaverse-powered PjBL is a powerful instructional framework to develop 21 st -century skills in the TVET education.

Kajian mengenai kesiapan kerja mahasiswa vokasi memiliki urgensi strategis dalam rangka memperkuat kontribusi pendidikan vokasional terhadap penyediaan tenaga kerja terampil yang relevan dengan kebutuhan industri. Sejumlah penelitian sebelumnya telah menyoroti kesenjangan antara kompetensi lulusan dengan tuntutan dunia kerja, namun kajian empiris yang secara khusus menganalisis kesiapan kerja mahasiswa vokasi bidang teknik elektro di Indonesia masih terbatas. Penelitian ini bertujuan untuk menganalisis tingkat kesiapan kerja mahasiswa Program Studi D4 Teknik Elektro Industri Universitas Negeri Padang secara komprehensif. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan analisis deskriptif. Instrumen penelitian berupa angket terstandar yang terdiri atas satu variabel utama dengan delapan indikator. Responden penelitian berjumlah 26 mahasiswa aktif yang dipilih secara purposif. Data dianalisis menggunakan statistik deskriptif berbasis persentase, disertai klasterisasi untuk memetakan kecenderungan tingkat kesiapan kerja. Hasil penelitian menunjukkan bahwa 62% responden menyatakan setuju dan 38% sangat setuju terhadap indikator kesiapan kerja, sehingga secara keseluruhan mahasiswa berada pada kategori kesiapan tinggi. Analisis klaster mengonfirmasi konsistensi antarindikator dengan kecenderungan signifikan pada kelompok mahasiswa yang siap memasuki dunia kerja. penelitian ini menunjukkan bahwa kurikulum dan proses pembelajaran yang diterapkan pada Program Studi D4 Teknik Elektro Industri Universitas Negeri Padang telah efektif dalam membekali mahasiswa menghadapi pasar kerja. Namun demikian, penguatan keterampilan nonteknis seperti komunikasi, kolaborasi, dan adaptabilitas tetap diperlukan agar lulusan mampu bersaing dalam konteks global

This research aims to develop a microcontroller training kit to increase students' learning motivation in microcontroller education practices. The research follows a modified ADDIE model (Analysis, Design, Coding, Testing and Validation, Implementation, and Evaluation) involving two experts in the field of educational media, microcontrollers, and 33 vocational education students. The validity test results show that this training device is well suited for curriculum integration, with high scores in technical features, durability, reliability, safety, and design. The average validity score was 0.83. In addition, the motivation assessment showed a significant increase in students' interest, active participation, persistence, learning satisfaction, engagement, and self-confidence. Thus, the development of the microcontroller training kit was proven to be effective in increasing students' motivation to learn. These findings suggest that such innovative and accessible tools can significantly increase engagement and participation in research and contribute to the advancement of educational technology by providing practical solutions that improve students' learning experience and motivation in technical disciplines.

Generative artificial intelligence (AI), particularly tools such as ChatGPT, is transforming education by enhancing self-regulated learning (SRL) and critical thinking skills, two essential competencies in the digital era. This study systematically analyzes the impact of generative AI on these skills using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to identify, evaluate, and synthesize relevant studies. Document searches were conducted in Scopus, Web of Science, and ScienceDirect, focusing on publications from 2022 to 2024, when ChatGPT was first widely adopted. Of the 3,214 documents identified, 557 met the initial screening criteria, and 38 studies were selected for detailed analysis. The findings reveal that 71.4% of studies reported AI’s positive role in SRL, mainly through personalized learning, metacognitive support, and adaptive feedback. Likewise, 62.5% of studies reported its significant role in critical thinking, supporting the process of analysis, evaluation, and reflection. However, researchers cautioned against an overreliance on technology, which one said could take away some students’ ability to think for themselves. Such findings indicate that educational institutions need to change their ways and include generative AI in a model that focuses on areas that foster learner independence. This approach will assist teachers and decision-makers in harnessing the distinctive kitsch of AI technology by creating new learning spaces that are creative and future-oriented.

This study aims to establish the impact of employing Smart Home Training Kits as a new approach to developing Higher-Order Thinking Skills (HOTS) in vocational education. Using a quasi-experimental design, the study involved two groups of vocational students: supporting them by an experimental group applying Smart Home Training Kits and a control group using conventional methods of instruction. Standard pre-tests and post-tests were administered among the students to evaluate the enhancement in the level of higher-order thinking skills, for aspects of critical thinking, problem-solving solving, and creativity. The findings also showed a work improvement in the experimental group compared to the group control group. The experimental group of students who were trained using the Smart Home Training Kits performed better when it came to the analysis, evaluation, and Synthesis of possible solutions regarding smart homes. Also, a number of the activity kits characterized the technical thing being taught in a detailed way that allowed the students to gain a more realistic understanding of the principles at work. The findings of this paper suggest that Smart Home Training Kits are one of the ways through which Higher-Order Thinking Skills can be effectively taught within the technical education training regime while closing the gap between theory and practical. This indicates that the assimilation of these kits in curricula could help the effective development of critical thinking and innovation at the expense of students to face the current world workplace challenges.

Constructivism serves as a basic theory in education, and plays an important role, because this perspective views learning as a dynamic process in which students actively participate in constructing their knowledge. So, this research aims to produce a virtual laboratory that is valid and effective in developing constructivist thinking. This research and development use the Ploom approach which consists of initial investigation, design, construction/realization, testing, evaluation, revision, and implementation. Thirty-two electrical engineering students from Padang State University participated in this research. The instruments used are validity instruments and constructivism assessment tools. The research results show that the Proteus-based virtual laboratory developed is valid and effective in fostering constructivist thinking in electrical measurement practice. This study contributes to the advancement of virtual laboratories in educational settings, emphasizing the importance of constructivist pedagogy for meaningful and engaging learning experiences in the field of electrical engineering. The results of this research open opportunities for further research regarding the exploration of artificial intelligence to improve constructivism through virtual laboratories.