This research is motivated by an analysis of the needs of the examination system that still uses conventional methods that require considerable time, cost, and effort and have not been able to synergize with technological developments. Research on the development of Computer Based Test (CBT) Models Based on the web aims to develop a CBT model that can overcome the problems found in conventional tests. This type of research is development research (R & D) with software development procedures using the waterfall model. The stages of development consist of the needs analysis phase, the design stage, the implementation phase, and the testing phase. Research respondents were students of the Information Systems study program. The results of this study were obtained online test kits to help the process of evaluating student learning outcomes with features: input test data, display an analysis of the completeness of the report, and print reports made for the completion of the learning assessment. By using a database system, this online exam makes it easier for the exam system to display questions and assessments, making it easier for users to use it and for administrators to manage questions.

Vocational high schools encounter substantial challenges in preparing graduates who can meet the demands of the 21st century. This study developed and assessed an innovative mobile learning model based on augmented reality (ARMOL) to enhance vocational students’ competencies, using both the ADDIE model for instructional design and the SEM-PLS method to evaluate effectiveness. The urgency of this research stems from the disparity between vocational graduates’ skills and industry needs, coupled with augmented reality’s (AR) potential to offer a more immersive and interactive learning experience. By employing the ADDIE model, the research successfully created a valid, practical, and effective AR-based mobile learning model. This model enhances students’ cognitive, affective, and psychomotor competencies and fosters 21st-century skills such as critical thinking, creativity, collaboration, and communication. The SEM-PLS analysis revealed significant improvements in creativity and critical thinking, while effects on communication and collaboration were less pronounced. These findings suggest that while the ARMOL model effectively enhances certain competencies, further refinement is needed to fully address all 21st-century skills. This innovative learning model offers a promising solution for elevating the quality of vocational education and preparing graduates for global competition.

Aquaculture faces various challenges, including uncertainty in timely and appropriate feeding, which can affect fish health and productivity. This research aims to design and implement an Internet of Things (IoT)-based aquaculture monitoring system equipped with an automatic fish feeder. The research method used in this research is the prototype method. The automatic fish feeder prototype is developed and integrated with sensors and IoT devices. Data was collected through system testing at a real aquaculture site, by monitoring water quality parameters and feeding schedules using a web-based application. The results showed that the IoT-based monitoring system was able to provide real-time information on feeding status and pond conditions. The automatic fish feeder successfully delivers feed according to fish needs, reduces feed wastage, and improves pond environmental quality.

Students struggled to understand science learning content about the forms of substances and their changes due to the usage of printed teaching materials that only provided information in outline format. The research aims to develop a credible, practical, and effective e-module for scientific learners utilising a bookmaker application and research-based learning. The research and development (RD) approach is utilised. The Plomp model consists of three stages: preliminary study, prototype stage, and assessment phase, and is the development process used. The assessment portion of the research yielded an average of 88.7% in the highly valid category during the validity test. The homeroom teachers of classes I and IV found that the teacher response questionnaire research resulted in an average score of 82% in the highly practical category. The one-to-one evaluation experiment yielded an average of 92% in the highly practical category, while the small group evaluation trial achieved an average of 85% in the same area. The study of effectiveness data from three categories (knowledge, attitudes, and abilities) yielded an average of 81.36%, falling under the "very effective" group.

This research is motivated by the lack of competence of educators in implementing effective and meaningful assessments and in accordance with the development of 21st century learning. The purpose of this study was to determine the lecturers' understanding of authentic assessment, implementation and suitability of authentic assessment in computer network learning, perceptions of lecturers and students in carrying out authentic assessments, and lecturer obstacles in implementing authentic assessments in computer network learning in the informatics engineering study program. This research is descriptive research. This research includes population research with the subject of 6 lecturers of informatic engineering study program and 34 students taking computer network courses. Data were collected through questionnaires, interviews and document review. Data were analyzed using descriptive analysis. The results showed that; The knowledge and competence of lecturers is sufficient to make authentic assessments according to authentic assessment standards. Lecturers are able to prepare authentic assessment tools, and are able to use web-based authentic assessment media. The perceptions of lecturers and students towards authentic assessment in terms of planning, implementing techniques and instruments in assessing the three aspects of learning fall into the good category. Time limitations, number of components / criteria, lack of student motivation in innovative learning are still obstacles in the implementation of the assessment. Overall authentic assessment has been well implemented as an assessment innovation in 21st century education.

Pendampingan Implementasi Smart Farming dan Pakan Alternatif Bernutrisi Tinggi Berbasis IoT untuk Meningkatkan Produktivitas Budidaya Perikanan dan Ketahanan Pangan