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.

Cahaya Matahari merupakan salah satu sumber energi terbarukan yang langsung dapat dirubah menjadi energi listrik menggunakan panel surya atau photovoltaic. Pemanfaatan tenaga surya sebagai sumber energi listrik sudah diterapkan dalam banyak sektor. Dalam kegiatan ini, penerapannya dilakukan pada kapal nelayan jenis tondo yang ada di Kelurahan Pasie Nan Tigo Kota Padang. Tujuannya untuk mengurangi biaya operasional nelayan ketika pergi menangkap ikan. Tingginya biaya operasional disebabkan oleh penggunaan bahan bakar minyak (BBM) sebagai sumber tenaga pada sistem penerangan kapal nelayan. kegiatan ini dimulai dengan menganalisis kebutuhan daya listrik untuk penerangan kapal dan selanjutnya menghitung besarnya panel surya dan baterai yang dibutuhkan. Setelah pemasangan dilakukan, kemudian dilakukan pengujian stabilitas tegangan keluaran panel surya. Hasil yang didapatkan adalah panel surya yang digunakan berkapasitas 200 Wp, memiliki tegangan luaran rata-rata 29, 50 V, arus luaran rata-rata 3,01 A. Secara umum, semua bagian berfungsi dengan baik dan bisa diterapkan pada kapal nelayan sebagai sumber tenaga untuk penerangan kapal.

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.

Opportunities for innovation in leveraging mobile devices for learning and integrating them with diverse learning methodologies are emerging due to the rising prevalence of mobile device usage among students, so this research investigates the practicality of mobile-based learning using a project-based learning approach in the context of electric motor installations which aims to increase student learning motivation. This research aims to examine the impact of an integrated approach on student’s practical skills and motivation in electric motor installation education. The research methodology used in this research adopts a Research and Development (R&D) framework with a 4D model, which includes the define, design, develop, and disseminate stages. In this study, we carefully designed the app navigation, user interface, and mobile functionality, followed by validation, practical testing, and assessment of student motivation. Validation assessments are carried out by education and technology experts. Practicality assessment is carried out by user testing. A motivation assessment is carried out using a motivation questionnaire. The research results confirm that mobile-based learning with a project-based learning approach in learning electric motor installation meets the criteria for validity and practicality in all aspects. In addition, this integrated approach has proven to be very effective in increasing student learning motivation. Based on research findings, this integrated approach provides benefits in the form of ease of collaboration, access to material, interaction, more interactive visualization, efficiency of learning time, and self-evaluation. However, the integrated approach currently being developed is not yet integrated with Artificial Intelligence (AI), so there is still a great opportunity for further research in its integration with education.

Kegiatan ini dilatarbelakangi oleh tingginya angka kemiskinan di Kelurahan Air Tawar Barat Kota Padang. Berdasarkan data BPS Kota Padang, jumlah keluarga yang termasuk kategori pra sejahtera dan sejahtera 1 pada tahun 2016 terdata sebanyak 421 keluarga dan umumnya terdapat pada kawasan pesisir pantai. Tujuan dari kegiatan ini adalah meningkatkan keterampilan dan keahlian dalam bidang reparasi dan perawatan alat listrik rumah tangga dengan kelompok sasaran para pemuda pesisir pantai. kegiatan dilakukan selama tiga hari dengan jumlah peserta sebanyak 12 orang. Metode yang digunakan adalah pelatihan yang disertai dengan ceramah, demonstrasi, praktek dan evaluasi. Ada 2 jenis evaluasi yang dilakukan yaitu pre test dan post test. Pre test dilaksanakan sebelum kegiatan pelatihan dimulai.  Post test dilakukan setelah semua kegiatan pelatihan selesai dilaksanakan. Hasil dari pelatihan menunjukan nilai sig. (2-Tailed)  pre test ke post test sebesar 0,016 dengan taraf signifikansi 0,001 (p<0,05). Hal ini menunukan bahwa ada pengaruh yang signifikan pelatihan terhadap peningkatan keterampilan peserta dalam bidang reparasi dan perawatan alat listrik rumah tangga seperti Setrika Listrik, Rice Cooker, Blender, Mixer dan Kipas Angin.

Mobile learning (M-learning) has emerged as essential in reshaping global education by increasing accessibility, engagement, and readiness for the digital era. This study examines the implementation and impact of m-learning in various contexts, including Indonesia, the United States, Finland, Australia, and Africa. Findings show that m-learning initiatives have successfully reduced geographic and infrastructure barriers, particularly in remote and underserved areas. In Indonesia, m-learning has significantly improved educational access and digital literacy among students and educators. Likewise, m-learning has fostered personalised learning experiences and interactive educational environments in the United States and Finland, enriching student engagement and learning outcomes. Australia has leveraged M-learning to achieve educational equity by reaching remote communities, while in Africa, m-learning has driven innovative educational solutions despite challenges such as uneven technological infrastructure. However, there are still challenges to be faced, such as ensuring fair internet access and developing locally relevant educational content. This research underscores the need for strategic policy development and continued investment in technological infrastructure to maximise the potential of m-learning in promoting inclusive and quality education globally.