The use of augmented reality (AR) technology in the field of education has emerged as a rapidly growing trend. However, there is an urgent need for more comprehensive research to determine the reactions of engineering students and their acceptance of this technology in laboratory learning. This study investigates the acceptance of integrated augmented reality with e-worksheet (IARE-W) among engineering students in the laboratory learning (IARE-W) among engineering students the electrical machines course (EMC). This research empirically uncovers the factors that influence it based on the technology acceptance model (TAM), specifically perceived ease of use (PEU) and perceived usefulness (PU). Acceptance is indicated by students’ attitudes toward the use. A survey-based quantitative research study using questionnaires was conducted to collect data, involving 102 students in the field of industrial electrical engineering. The partial least squares structural equation modeling (PLS-SEM) analysis was used to analyze the research data. The results demonstrated that engineering students had a highly positive attitude toward the use of the IARE-W in the EMC. Additionally, both PEU and PU had a positive and significant direct effect on engineering students’ attitudes toward using IARE-W. Furthermore, PEU also had a significant and positive indirect effect through PU as a mediating variable. These findings have significant implications for the development of engineering education and the integration of AR technology in laboratory learning contexts. The results of this study underscore the importance of taking into account PEU and PU in the design, development, and implementation of the IARE-W.

Virtual laboratory (VL) has become increasingly popular in Post-COVID-19 to support practical learning in the remote learning system. The use of VL was responded to by students with different attitudes. This study discusses the factors that influence the perception of Industrial Electrical Engineering (IEE) students in responding to the use of the VL in the learning process of the Electrical Machines Practicum Course. Based on the technology acceptance model (TAM), students’ attitudes toward using VL (are influenced by perceived ease of use (PEU) and perceived usefulness (PU). At the same time, PU also acts as an intervening variable. The research involved IEE students of the Electrical Engineering Department, at Universitas Negeri Padang. Data collection was carried out by survey using a questionnaire. Quantitative data were analyzed using variant-based structural equation modelling (SEM), with partial least square (PLS) or PLS-SEM. The results showed a significant positive effect between PEU and PU from the VL used against A. PU’s role as an intervener was also positive in mediating the effect of PEU on A so it became more prominent. Thus, it can be concluded that PEU and PU are the factors that must be considered in choosing VL to be applied to a practical learning process in the remote learning system.

The evaluation and analysis of the practicality of Android-based courseware in enhancing vocational students’ understanding of electrical circuits (EC) is the primary focus of this research. A quantitative survey-based research approach was employed, utilizing the Practicality Assessment Instrument to evaluate the practicality level of the Android-based courseware among students. The collected data will undergo statistical analysis using descriptive analysis techniques. The practicality assessment results for each aspect will be calculated as a percentage and grouped into various categories. The findings reveal a high practicality level across different aspects, namely 90.19% for Availability and Accessibility, 89.88% for Performance and Responsiveness, 86.96% for Content Compatibility and Completeness, and 90.06% for Functionality and Resource Utilization. These outcomes demonstrate that the Android-based courseware serves as a highly practical learning medium for enhancing the understanding of electrical circuits. The integration of Android-based technology in the educational environment has proven to be effective and beneficial. These findings offer valuable insights for educators, instructional designers, and stakeholders to enhance modern learning environments. Future research can further investigate the impact of Android-based courseware on learning outcomes and explore additional practical dimensions to comprehensively evaluate its effectiveness.

Mobile learning is a method of instruction that uses portable electronics like laptops, smartphones, mobile phones, and PCs so that students may access lesson materials, instructions, and apps whenever and wherever they are without being constrained by time or place. This is an innovation regarding a systematic and structured application-based learning system as an interactive medium for students, especially at TVET. This article aims to develop mobile learning using a mini server Raspberry Pi 3 Model B+ based on digital entrepreneurs (digipreneur) that runs on the Moodle LMS as a source of learning content so that learning can be carried out interactively and flexibly, without having to be connected to the internet, or classrooms that are not effective even in areas with no internet access. This activity goes through 2 stages of system design known as client-server. In designing the server, the Raspberry Pi mini server model B+ configuration is carried out as a source of digital learning resources by using several supporting applications such as MySQL server, SSH, PHPMyAdmin, and Apache in designing the client using the Moodle LMS application, which contains digipreneur-based digital learning materials and resources, all stored in the database server. Three primary users are built into the Mobile Learning Database System: Administrators, Lecturers, and Students. This application is expected to be innovative and the right solution in terms of learning and become an alternative problem-solving tool in education.

This research revolves around the challenges faced by students in aligning their career orientation with demands and changes, as many traditional jobs are threatened by AI technology. The aim of this study is to identify trends in the transformation of students' career orientation in the era of Artificial Intelligence (AI), map the career challenges for students in the AI era, analyze the skills and competencies required, and assess the role of educational institutions in supporting this career transformation. The research method applied in this study is a systematic literature review. The initial stages involve collecting literature sources from scholarly databases and proceeding with a screening process to select literature relevant to the research focus. Finally, in-depth analysis of selected literature is conducted to identify patterns, trends, and key points related to the research topic. The results of the study describe that the development of AI technology has a significant impact on students' career orientation in higher education. Furthermore, students also face career challenges such as competition with technology, uncertainty about future employment, and skills gaps. To address these challenges, students need to develop technical AI skills, ethical AI understanding, problem-solving abilities, and continuous learning skills to succeed in the AI job market. On the other hand, higher education institutions should play a proactive role in addressing these challenges by developing relevant curricula, organizing training sessions, collaborating with industries, and enhancing AI learning facilities. Further research is suggested to focus on the implementation of these strategies in the specific context of higher education institutions and evaluate their impact on student career preparedness in the evolving AI era.

The high level of open unemployment, which is dominated by university and vocational education graduates, proves the low interest and competence of students in entrepreneurship. This paper aims to describe the analysis of the need for the use of a learning media management system based on digipreneur (digital entrepreneur) to improve student entrepreneurial competence in the field of technology and vocational education, especially at Universitas Negeri Padang. This research uses a research and development approach with 3 stages, namely: Phase I requires analysis and design of the model, Phase II develops with validity and practicality, and Phase III will implement the model while in this study will only focus on stage I, namely the analysis of the needs for use. Learning media management system based on a digital entrepreneur to improve entrepreneurial competence in vocational education. The research was conducted using a needs analysis model with a data collection instrument in the form of a questionnaire taken by random sampling from 87 students in Universitas Negeri Padang to describe the mismatch between the current conditions and the expectations of higher education for the competence of graduates in entrepreneurship courses. 96.55% of students stated the need to develop a special learning model, namely a digipreneur based learning model to improve the entrepreneurial competence of vocational engineering education students, by combining LMS with an entrepreneurial system in the form of e-commerce. It can be seen that there is a need to develop a learning media in the form of a digital entrepreneur-based learning management system to increase student interest and competence in entrepreneurship and is expected to respond to global economic challenges and reduce the high unemployment rate of higher education graduates.