Era Revolusi Industri 4.0 merupakan globalisasi dimana sistem manufaktur virtual dan fisik secara global saling berintegrasi dengan cara yang fleksibel yang memungkinkan kostumisasi produk dan penciptaan model operasi baru, dengan adanya cyber physical systems dan Internet of Things yang merupakan sistem cerdas dan komunikatif temasuk komunikasi mesin-ke-mesin dan interaksi manusia-mesin. Dengan berbagai kemudahan teknologi yang ditawarkan saat ini, disadari atau tidak akan berdampak pada berbagai sektor kehidupan, terutama dalam era disrupsi. Sektor pendidikan pun terkena imbas dari era Revolusi Industri 4.0 khususnya pendidikan vokasi. Tak dapat dipungkiri, pendidikan merupakan investasi penting bagi manusia dan aset berharga bagi kemajuan negara. Peluang pendidikan vokasi dalam era Revolusi Industri 4.0 utamanya adalah kesempatan bagi semua pihak untuk mencetak generasi unggul yang mampu menghadapi segala perubahan yang terjadi di masa mendatang. Tantangan pendidikan vokasi menghadapi era Revolusi Industri meliputi perubahan dari cara belajar, pola pikir, serta pola bertindak para peserta didik dalam mengembangkan inovasi kreatif berbagai bidang, kemampuan berpikir orde tinggi (High order thinking skills / HOTS), soft skills dan adanya tuntutan kualifikasi dan skill yang diperlukan pada era Revolusi Industri 4.0 yaitu knowledge about ICT, kemampuan bekerja dengan data, technical know-how, dan personal skills.

Introduction: The implementation of Outcome-Based Education (OBE) in vocational education aims to align learning outcomes with specific industry demands, ensuring that graduates possess the skills required for the modern workforce. This study examines OBE’s role in advancing vocational education in Indonesia by addressing key aspects such as curriculum design, teacher preparedness, and infrastructural support. Methodology: A qualitative literature review was conducted, analyzing academic articles, government regulations, and case studies related to OBE in vocational settings. This review synthesizes insights into critical implementation strategies, potential benefits, and recurring challenges with the aim of building a detailed understanding of OBE's impact. Results and discussion: The findings reveal that OBE significantly improves the alignment between vocational education curricula and industry needs, enhancing both technical expertise and essential soft skills. Initiatives like Teaching Factory illustrate OBE’s practical advantages. However, challenges persist in areas such as teacher training, limited resources, and the complexity of evaluation mechanisms. Addressing these issues is crucial for sustainable and effective implementation. Conclusions: OBE holds transformative potential for vocational education by promoting curriculum flexibility and graduate readiness. Achieving this potential requires continuous investment in teacher development, infrastructure enhancement, and strengthened industry collaborations. These findings offer valuable insights for educators and policymakers who aim to refine OBE practices and frameworks to meet workforce demands.

Incorporating Indigenous knowledge into Technical and Vocational Education and Training (TVET) is recognized as one of the key strategies to support culturally responsive and inclusive education. In the sections that follow, we draw upon current international literature and studies to identify approaches with respect to embedding Indigenous knowledge into TVET curricula - strategies and challenges; outcomes. Eighty-five peer-reviewed articles between 2020 and 2025 were reviewed according to PRISMA 2020, concentrating on pedagogical models and methods, curriculum construction process, community involvement and student performance. The outcomes reveal that effective integration is grounded on culturally relevant teaching resources and active engagement with indigenous communities, along with traditional knowledge systems coupling to technical skills. Some of the challenges involve institutionalized barriers, a lack of teacher training and resources can restrict the ways in which we see Indigenous perspectives incorporated in meaningful ways. Notwithstanding these obstacles, there is evidence that students who experience Indigenous knowledge in TVET display higher levels of cultural awareness and identity formation, and engagement with learning; their communities are more empowered to participate in education. The review emphasizes the necessity for an overall framework and policies supporting sustainable integration, and advises that long-term effects on employability, social inclusion and community development be investigated in future studies. By highlighting the importance of Indigenous knowledge in TVET, this study adds to discussions on culturally-responsive pedagogical practice and offers practical advice for educators, policy makers and researchers aiming to improve TVET practices across the world.

Human need for land has influenced land use behavior and is an acute problem in many regions. Many areas have changed their original function in order to sustain human life, one of which causes forests to be converted into settlements, plantation and agricultural areas as well as mining areas. However, often the converted land is customary land in the form of forests and not a few that have long been disputed. In the era of independence, the government recognized that customary land belonged to the state. In its implementation, customary land is recognized by the government but its ownership rights are not. The indigenous people are only allowed to manage it. This study aims to categorize solutions that can be used in resolving land-use conflicts over customary lands. This study used the traditional review method with secondary data obtained from appropriate and relevant sources. Customary land is recognized in Indonesian law through UUPA No. 5 of 1960. The highest right to land owned or controlled by community members and its implementation is regulated by customary / village elders called ulayat rights, but provided that its existence and implementation still exist. In cases that occur in various countries, there are various kinds of implementation irregularities caused by excessive usage patterns or not according to the main purpose of their use. In Indonesia, irregularities in the implementation of the Law on indigenous peoples to manage their land are often found. Even some government policies are still detrimental to society. Therefore, in resolving customary land conflicts, one must look at various angles and see the history of disputed land, and can refer to several cases that have occurred in other countries. The categorization of land-use conflict solutions can be viewed from the point of view of the resolution process, the distribution of use of customary land use for indigenous peoples in conflict, what changes in land use have occurred according to procedures or not, mapping is needed to avoid vertical conflicts. and horizontally, and the involvement of the disputing parties, as well as based on ownership rights over customary land.

Guidelines for building structure planning in Indonesia began to be known in the 1970s in PBI‘71 until now. The earthquake loading guidelines begins from special specifications : SNI 1726-2002 to SNI 1726-2019. The latest SNI and its development are affected by the latest findings of National Earthquake study centre which produces an earthquake hazard map for Indonesia in 2017. In this study, the planning method used in the 5-floor hospital building which was located in the Kotamobagu city, and used SNI 2847-2013 as the loading of the structure. It is considered as comparative study since it examined the earthquake load forces using the SNI 1726-2012 and SNI 1726-2019 guidelines. After conducted this study, it was found that there were differences in internal forces in the two planning guidelines. For further studies, it is suggested that the old earthquake-resistant planning guidelines used on the buildings should be reviewed using the new guidelines. Thus, the building’s ability to withstand earthquakes is well examined. The research development on earthquake fractures affects the study of giving review related to earthquake resistance in buildings. Therefore, it is supposed to be carried out periodically.