Metaverse technology is emerging as a global trend, offering virtual activities with real-world experiences. This paper presents a systematic review of research trends from 2012–2022 to determine the prevalence and current conditions of metaverse technology in education. The PRISMA framework (selected reporting items for systematic review and meta-analysis) guided this systematic review. 42 studies were selected from the Scopus database, with more than 70 studies or references from Google Scholar kept as supporting data after quality assessment. The results indicate that research interest in metaverse technology has significantly increased in the last ten years, peaking in 2022. Augmentation and simulation are the most prominent uses of metaverse technology in the learning process. C. Moro (2017) is the most cited author on this topic, with 313 citations, followed by P. Wang (2022) with 264 citations and P. Pelargos (2022) with 163 citations. AR and VR are the most widely used types of metaverse technology. Hopefully, this review will be useful for researchers, educators, and future research on the metaverse and education.

This 4.0 industrial evolution era requires university institution to process and result its qualified graduation using 4C approach, namely; Critical thinking, Creativity, Communication, and Collaboration. Qualification of engineering graduation is dominantly determined by learning model applied in the class such as Work Based Learning. The Work Based Learning Model is a change of learning system from conventional system in the class into a system placing the education into work place, in this case is in laboratory. This system combines institutional learning pattern in classroom by real equipment in the laboratory so that it can result in integrated experiences between theories and real practices by students. Basically, WBL is a learning model approach using work place as a media to transfer learning knowledge. During student period of learning on heat transfer course, it only describes theoretical information description in uncritical learning process, less creative, passive communication and no inter-student collaboration. There are many various models studied by experts to identity any components having influences on making successful WBL. This article tries to identify and review the development of work based learning models that will be applied to the Department of Mechanical Engineering at Bung Hatta University.

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.

This study aims to identify the quality and effectiveness of the application of authentic web-based assessments in computer network learning on wireless material, and to identify profiles of students’ skills and knowledge competencies in learning computer networks on wireless material. The trial was conducted at the Faculty of Computer Science, University of Dharmas Indonesia. This research uses a descriptive method. The population in this study were students of the Informatics Engineering Study Program. Sampling is done using the purposive sampling method. Based on the results of the study, the quality of authentic assessments showed validity for assessment of performance of 0.94 (high) and reliability of 0.93 (very high), while the validity for the description question was 0.97 (very high) and reliability was 0.98 (very high). Based on observations on the effectiveness of the implementation of authentic assessments and student questionnaires, the level of application of authentic assessments is in categories both at the stage of assessment preparation, implementation of assessment and reflection. The skills competency profile of most students is in very good category, while the knowledge competencies of most students fall into sufficient categories for each indicator of the problem.

This study’s objective was to create a hybrid learning-integrated remote laboratory model with validity and practicality. This model has four learning spaces, namely live synchronous, virtual synchronous, self-paced asynchronous, and collaborative asynchronous, so it can support flexible learning. Besides that, this learning model is also based on cognitivism, connectivism, constructivism, behaviourism learning theories and Bloom’s digital taxonomy. The hybrid learning integrated remote laboratory model consists of six syntaxes: 1) issue; 2) investigation; 3) team discussion to solve problems; 4) experiment using a remote laboratory; 5) analysis and evaluation; and 6) explore new solutions. Focus group discussions (FGD) were used to collect high-quality data by seven experts in learning models, vocational education, language and technology. The hybrid learning-integrated remote laboratory model quality analysis used Aiken’s V. The result showed that the hybrid learning integratedremote laboratory model content is valid, with a validity value of 0.87. The practicality analysis result showed that the average percentage of the assessments from lecturers and students was 88.16%, so it can be concluded that it has a high validity value and is very practical.

Furniture production is one of the activities that has the potential to generate income for educational institutions. The furniture production process is generally carried out by experienced students utilizing industry-standard facilities, namely the Wood Construction workshop along with its machinery equipment. Therefore, the implementation of Quality Control in the production process is necessary. This study aims to determine the impact of Quality Control implementation on improving the productivity and quality of furniture products. The method used is quantitative with 4 stages of Quality Control, including product design, process planning, Incoming Quality Control (IQC), and In-Process Quality Control (IPQC). Productivity measurement is divided into 3 parts: partial productivity, total factor productivity, and total productivity, which includes labor productivity, time, and production output. Meanwhile, product quality measurement is obtained from assessments by practitioners and product quality testing according to ISO 19682. Data is processed using the path analysis method with the help of a smart PLS application. The research results show that the productivity of production output is 87.5%, categorized as good, with labor productivity of 0.125 pieces/person/day and work hour productivity of 0.25 pieces/hour/day. Product quality based on production processes is categorized as good at 83%. Meanwhile, product quality testing, including visual aspects is good (82.3%), product stability (normal), strength (normal), durability (normal), stiffness (normal 34mm/m), and drop test (normal). Based on path analysis, it is known that quality control including product design, process planning, Incoming Quality Control (IQC), and In-Process Quality Control (IPQC) has an impact on improving the productivity and quality of furniture products. the quality control carried out to increase productivity and product quality can be said to be good with the validation of the final result of 0.188 including in the good category.