Developing engineering students whose ability to work and make a real contribution to the development of technology can be done not only after they have graduated from college but also when they are still in college. One of the strategies is by implementing project-based learning with the project based on the potential of the student's region. This study aims to reveal students’ perceptions of learning and soft skills acquisition toward the implementation of the strategy to answer whether the project is effective to implement. This study was conducted on fifty-one Indonesian college students who took Mechanical Drawing course. It belongs to a one-shot case study with mixed-method approach. The result shows that the project based on the potential of the student’s region is effective to raise their perception of motivation, interest, real-world, very beneficial, learning more lecture and enjoyable so that they learn more actively and provide more time to study. It also develops students’ soft skills, including teamwork, project management, communication, and interpersonal skills. The results may have pedagogical implications in improving learning quality in Mechanical Drawing course by enriching project references used in implementing project-based learning. Furthermore, the project given can be a solution in developing the potential of the students’ regions.

Based on the preliminary study conducted, it was revealed that critical thinking skills, creativity, and student learning outcomes were low in clinical refraction courses. Whereas in 21st-century learning, students must master the skills of critical thinking, communication, collaboration, and creativity (4Cs) as recommended. Because of this phenomenon, it is critical to use the appropriate learning approach; one solution offered is CBI Flipped Learning Integrated Problem-Based and Case Method (PBL-cflip). The purpose of this study is to describe the effectiveness of the CBI Flipped Learning Integrated Problem Based and Case Method (PBL-cflip) in improving student learning outcomes in clinical refraction courses. This research is quantitative, using a quasi-experimental method. Participants in this study were 61 vocational education students who took the clinical refraction course. The results showed an increase in students' critical thinking, collaboration, communication, and creativity skills, which helped them achieve the expected learning outcomes. It can be concluded that this PBL-cflip is very useful for students to understand and solve cases in clinical refraction courses and can create an interesting learning atmosphere according to student interests, making students more enthusiastic about participating in learning. The novelty of this study is the use of problem-based CBI, which is implemented in a flipped, whereas previous studies have not focused on implementing problem-based in a flipped manner

Flat hull ships is appraised for its superiority due to the manufacturing simplicity and lower investment costs, yet the ship has its own weakness for it requires a greater resistance. As a matter of fact, a significant reduction on the resistance can be done with foil installation but it is necessary to study the optimal position of the foil installation. This study is aimed at revealing the effectiveness of the Hull Vane and Stern Foil installation in reducing the resistance experienced by the flat hull ship of the semi-trimaran model. The research was conducted by comparing the resistance experienced by the flat hull ship of the semi-trimaran model without foil, Hull vane and Stern foil installations. In addition, the disclosure of resistance experienced by each ship model was carried out by using CFD simulation. The simulation results revealed that the installation of the Hull vane and Stern foil was able to reduce the resistance experienced by the flat hull ship of the semi-trimaran model. The largest reduction occurred in Froude number 1.1, where the Hull vane installation was able to reduce resistance by 12.44% and on the ship model with Stern foil installation the resistance reduction was 5.25%. Based on the results of this CFD simulation, it can be concluded that the Hull Vane installation is more optimal in reducing resistance on the flat hull ship of the semi-trimaran model.

This study examines the impact of online learning on students' mental health and learning outcomes at Batam University, focusing on digital literacy, socio-emotional engagement, digital skills, and the home learning environment. The transition to online learning, driven by the COVID-19 pandemic, has reshaped educational practices, introducing both opportunities and challenges for students. A quantitative approach with an explanatory survey method was adopted to analyze the direct and indirect effects of online learning on mental health and learning outcomes. The study involved 110 Mechanical Engineering students from the 2021, 2022, and 2023 cohorts. Data were collected using a questionnaire with 20 items for each variable, assessed on a Likert scale. Data validity and reliability were tested using SPSS, while path analysis with AMOS was employed to evaluate relationships between variables. The results indicate that online learning significantly affects students' mental health, particularly increasing academic anxiety and stress levels. However, it positively influences learning outcomes, especially in metacognitive skills, though challenges persist in collaborative skills and creativity. Digital skills and the home learning environment are critical factors in achieving successful learning outcomes. This study concludes that while online learning provides flexibility and innovation, it also presents psychological and social challenges. Increasing socio-emotional engagement and adopting a more holistic approach are necessary to mitigate mental health issues and enhance learning outcomes, ensuring that online education supports both the well-being and academic success of students.

This article studied the integration of gamification in work-based learning within vocational education as a means to support students' coding abilities. By applying game mechanics such as points, badges, leaderboards, and challenges, we aimed to motivate and engage students in coding activities that mirror real-world industry practices. The inclusion of gamified elements into the curriculum was designed to make the learning process more interactive, fostering a competitive yet collaborative environment that enhances students' interest and perseverance in coding tasks. This research employed a quasi-experimental design with pre-test and post-test measures to assess the impact of gamification on coding proficiency, comparing the outcomes of students participating in gamified learning environments with those in traditional settings. The findings indicate a significant improvement in the coding skills of students exposed to gamified work-based learning, suggesting that gamification can serve as an effective pedagogical tool in vocational education, better preparing students for industry demands.

Amid the accelerating integration of digital technologies into educational ecosystems, a critical gap remains in the systematic evaluation and strategic enhancement of teachers’ digital literacy across Indonesia’s diverse regions. This encourages the pressing need for validated assessment instruments and targeted interventions to support educators' competencies. This study disseminates a rigorously validated digital literacy measurement tool grounded in the Instant Digital Competence Assessment (IDCA) framework and investigates the digital literacy levels of elementary school teachers in several provinces of Indonesia, i.e., DKI Jakarta, West Java, and West Sumatra. Employing a quantitative-descriptive survey design, data were collected from 296 teachers through online questionnaires. The sample size was calculated using Slovin’s formula with a 10% margin of error, followed by simple random sampling for participant recruitment. The IDCA instrument measures digital literacy across three core dimensions: Technological, Cognitive, and Ethical. The findings reveal that teachers generally exhibit a "fairly good" level of digital literacy. Notably, respondents reported higher competence in the Ethical and Technological domains, particularly in areas such as online safety, respectful digital interaction, and the ability to navigate and utilize digital tools. However, significant deficiencies were identified within the Cognitive dimension, especially concerning critical evaluation of information credibility and analytical processing of digital content. These results highlight the urgent need for strategically designed professional development programs that prioritize the cultivation of higher-order cognitive digital skills. Furthermore, the study advocates for robust educational policies to bolster teacher readiness in delivering technology-enhanced instruction, thereby ensuring meaningful integration of digital tools in 21st-century classrooms.