The waste in urban areas was the concern in the KKN UNS Membangun. Around 80% of the total amount of waste generated is dominated by organic waste which is only seen as waste that has no economic value. Therefore, the community service activity of KKN UNS Membangun Desa Kelompok 37. Sangkrah Village was carried out in the form of socialization and training in the manufacture of eco-enzyme multipurpose liquid. Organic waste can be processed into eco enzyme which is useful as a cleaning liquid, wound treatment, and plant fertilizer. Socialization activities and training on the manufacture of eco-enzyme multipurpose liquid were carried out offline in Sangkrah Village, Pasar Kliwon District, Surakarta, Central Java, Indonesia by implementing strict health protocols. Socialization activities and training on the making of eco enzyme were attended by representatives of the residents to prevent crowds. This activity aims to make the Sangkrah Village community able to utilize organic waste so that it can be used and even can add to the economic value of the surrounding community.

The delivery of science, technology, engineering and mathematics (STEM) learning to improve an individual’s competence and future career interests has become a critical scientific undertaking for teachers and researchers alike. A plethora of research has proposed various hands-on robotics activities built on constructivist theories, thereby facilitating the development of knowledge based on reality for scientific and non-scientific stakeholders. Robotics may become an essential focus point within technology provision, which is an essential underlying characteristic for the seminal development of computational thinking (CT). However, despite the potential benefit of CT in developing an individual’s problem-solving skills, strategies for improving this ability through hands-on robotics activities largely remain underexplored. This paper highlights the constructs drawn from hands-on robotics activities in a STEM workshop designed for pre-service teacher students. The qualitative research design involved eight participants to investigate the responses of pre-service teachers to a hands-on robotics activity intended to provide STEM material. The research findings emphasise the correlations between the CT principles and STEM learning phases and underscore the roles played by educational robotics to enhance previous literature on learning experience.

The changes in learning management typically involve the introduction of various alternative learning methods. The development of an effective learning experience requires the modification of conventional learning. Teaching and learning constructively synchronize instructions and assessment toward the desired learning outcomes. Notwithstanding the vast literature on the creation of effective learning, the lack of explanation on how the relationship between effective teaching and effective classroom would likely leave practitioners and academia without a clear guidance on how to operationalize the creation of effective learning in real life. A systematic literature review procedure was conducted upon published papers between 2007 and 2015 in outstanding education journals. This paper contributes to the literature by amassing the knowledge on pedagogical practices in effective learning creation. In addition, to obtain a granular elaboration about the matter, a framework to operationalize the creation of effective learning is suggested. Three aspects compose the framework namely teachers' intrinsic capabilities, educational institution support, and student’s participative involvement. The roles of each party were extracted from the knowledge contained in the reviewed literature. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The importance of learning style in student’s learning performance has been gaining scholar’s attention since it was coined in the early 70s. Atmatzidou’s robotics procedure of a five-stages robotic activities was deployed in the research. This study adopts a case study research design for gathering and analyzing data as the case research allows the exploration of unforeseen phenomena and offers insights into the interdependencies among components revealed in the study. This research introduces the use of Lego Mindstorm as the mean of pro-filing a student’s behavioral patterns. Student’s behavior patterns, then, mapped into radar charts to present the extent of both Kolb and science, technology, engineering, and math (STEM)’s profile of student’s learning style categories. The paper contributes to theory by extending Kolb’s Learning Style instrument by mapping the pattern of learning styles identified in the research and exploring students learning experience. Dominant four-domain-indicators captured during the activities characterize Students’ learning profiles. While the Kolb Learning Style and its instrument are considered classic in hands-on literature, the use of educational robotics to elaborate students’ learning style is novel in the literature that may affect the delivery of non-technology subjects in the curricula.

Science, technology, engineering and mathematics (STEM) has become a frequently discussed topic in education in recent years. This study aims to categorize research findings related to Educational Robotics through Integrated STEM Learning towards 21st century skills in 2019-2024. In its review, this study used PRISMA systematic review. Paper searches were conducted on Scopus, ScienceDirect, and DOAJ databases on December 2023-January 2024. A total of 30 articles to review. The review in this study made it possible to categorize the Implementation of Integrated STEM in the form of Educational Robotics towards the development of 21st century skills in two categories. The first category was based on the improvement of students' abilities, the learning and teaching process, and the relationship with 21st century skills. The second category was based on the evaluation of STEM integrated with Educational Robotics to support 21st century skills. The results from the first category had a strong influence in improving students' abilities, the learning and teaching process, and the relationship with 21st century skills. From the second, it was determined that there is a need for the development of methods in learning educational robotics and it is important to support 21st century skills.

Digital transformation has attracted worldwide attention, while education has become the main target for its development. The use of digital transformation in learning facilitates the transition from a face-to-face education system to one based on distance learning. This article used a systematic literature review method to analyze digital transformation readiness in the education sector. We employed the PRISMA approach to select articles and undertook thematic analysis to analyze the data. The data analysis focuses on students’ perceptions and the preparations that teachers and universities must undertake in readiness for digital transformation.