On problem-based Learning in Higher Education

Geothermal energy is a remarkable natural and renewable resource, attracted growing interest due to its eco-friendly characteristics. Indonesia, located in the pacific ring of fire, stands as a leading country in the utilization of geothermal energy, favored with abundant reserves. According to the Indonesia Energy Transition Outlook 2022, the potential for geothermal energy in the country amounts to a substantial 29.5 GW. Government aims to increase the utilization of the national energy mix to over 5 % by 2025. To facilitate this transition, the government has introduced a series of regulations, including Law No. 27/2003, government regulation No. 59/2007, and other ministerial regulations. These regulations are designed to provide a solid legal framework for geothermal development, ensuring projects are conducted sustainably and responsibly. Presently, multiple geothermal energy projects are underway across different regions of Indonesia, spanning Sumatra, Java, East Nusa Tenggara, and Sulawesi, further underscore the country's dedication to embracing renewable energy solutions. Despite its promising resources, certain risks must be carefully considered during its development and utilization. These risks include resource assessment, financing challenges, potential policy changes, and the complexities of addressing social and environmental concerns. Furthermore, education plays a crucial role in the development of geothermal energy in Indonesia, involving various levels of education, from senior high school, vocational high school, and universities to relevant government research institutions. Therefore, this study aims to explore various aspects of geothermal energy in Indonesia, covering history, energy conversion, potential, location, ongoing projects, legal basis, policies, risks, phase, and the role of education. 

The geothermal energy landscape in Indonesia: A comprehensive 2023 update on power generation, policies, risks, phase and the role of education

Blended learning is a set of pedagogical strategies and practices that are closely related to the emergence of new technologies in society and in higher education. They are characterized by a combination of face-to-face and online learning that integrates a variety of materials in the teaching and learning process. The aim of our research was to analyze scientific production on this topic using two prestigious international databases: Scopus and Web of Science (WOS). A bibliometric study was conducted on 508 papers, and content analysis was performed on 119 openly accessible publications. Results show that blended learning is being applied in all scientific and professional spheres. This learning model is praised for its positive impact on motivation and learning effectiveness, as well as for promoting student autonomy. With respect to content, it is worth noting that many authors observe that methodological success is related to cultural context and access to devices and materials. Furthermore, it is suggested that greater methodological diversity is preferable to a single hegemonic approach. In short, the present paper contributes to the educational community by shedding light on how blended learning is being implemented and its impact on higher education.

/pdf/mapping-of-scientific-production-on-blended-learning-in-adfvf2ootx.pdf

Mapping of Scientific Production on Blended Learning in Higher Education

As technology progresses in education, 21st-century educators need to use impactful instructional methods to ensure that the focus of education is on preparing today's children for the future. However, the biggest challenge for most lecturers in Multimedia University is teaching the non-graded subjects (pass or fail in nature). Since the subjects do not affect the CGPA, students were found not being serious or showing interest in the class. Consequently, it affects the learning outcome of the subject and also the psychosocial and moral of the students and lecturers. Therefore, action research using the Scaffolding method with a group of lecturers teaching non-graded subjects to see the effectiveness and impact on student’s learning. Grooming and Professional Etiquette subjects were chosen to be the focus of this study. The lecturers applied the new role of teachers in education using the scaffolding teaching method. Students were given tasks to organize a grooming and professional etiquette program while they showed groomed behavior. There were lectures and small discussions in the class before the event. There were peer discussion and collaboration before and during the event with minimum supervision from the lecturers. Survey questionnaires were distributed to the students at the end of the event/class for the particular semester. The results showed that this approach managed to boost up students’ grooming and professional etiquette as well as their class participation. They enjoyed the activities, more attentive, and confident when experiencing the task themselves rather than listening to lectures and watching videos in the class.

/pdf/innovative-educational-practice-for-impactful-teaching-1lm9hop06l.pdf

Innovative Educational Practice for Impactful Teaching Strategies through Scaffolding Method.

Limited fossil energy has become a crucial priority in various countries. Indonesia, due to its dense population heavily relies on fossil energy sources, with the primary emphasis in the future national energy development being renewable energy usage. However, renewable energy assessment has received significantly less attention. Therefore, this study aims to measure the awareness of renewable energy in Indonesian students at different levels of education. A descriptive-quantitative method was used through a closed-ended questionnaire distributed to 366 participants, selected using Proportionate Stratified Random Sampling. The collected data were analyzed using statistical tests, including Z-test and ANOVA, to compare awareness levels based on gender and education groups. Questionnaire-based surveys were conducted to collect data, and nonparametric tests, such as The Mann-Whitney and the Kruskal-Wallis, were utilized for the analysis. The results showed that the vocational high school (SMK) students exhibited a moderate average awareness of renewable energy with a score of 57.50, while engineering (FT) and technical vocational education (PTK) students showed a higher score of 75.25. There was a significant difference in awareness levels across education backgrounds and ages, but no substantial variation was observed between males and females. These findings contributed valuable recommendations and insights into renewable energy awareness. 

Renewable energy education and awareness among Indonesian students: Exploring challenges and opportunities for a sustainable future

The current use of fossil fuels has a significant impact on increasing greenhouse gas (GHG) emissions. Subsequently, renewable energy is significantly needed to reduce GHG, thereby limiting the impact of extreme weather and climate while ensuring reliable, timely, and cost-effective supply. As a big country with a huge amount natural resource, the demand for renewable energy in Indonesia has increased along with the rise in consumption. Following this, energy consumption increased by 0.99%, which was approximately 939.100 million BOE in 2021 for biogas, oil, electricity, natural gas, coal, LPG, biodiesel, and biomass. Energy consumption in several sectors including transportation has the largest energy consumption with approximately 45.76% of oil. In industries and households sector, the consumption rates are 31.11% for boiler steam generation purposes and 16.89% for electricity as well as LPG. Furthermore, the commercial sector consumes 4.97% of energy for lighting and air conditioning, while the remaining 1.27% is used for other sectors. Meanwhile, Indonesia has high potential for renewable energy at 419 GW including 75 GW of hydro energy, 23.7 GW of geothermal, 32.6 GW of bioenergy, 207.8 GW of solar, 60.6 GW of wind, and 19.3 GW of micro-hydro. Therefore, the main focus of this paper is to provide a detailed analysis of the current status, prospects, and information on Indonesia’s renewable and sustainable energy sources. Furthermore, the novelty of this research entails updating the latest data related to renewable energy and its availability in Indonesia. The essence is to portray a picture of its potential development in the future.

/pdf/renewable-energy-in-indonesia-current-status-potential-and-h34hxbq5.pdf

Renewable Energy in Indonesia: Current Status, Potential, and Future Development

Abstract Aim of the study is to implement Geomatics learning innovations by applying the scaffolding Problem-Based Learning integrated model to improve the student’s Vocational HOTS. The method applied was qualitative with the participation of 2 groups of students practicing consisting of 4 people each. The level of cognitive mastery was measured with the Bloom taxonomy (C1-C6). The results of the investigation showed that the integrated model effectively formed students’ Vocational HOT Skill as a group in 3 stages. The first stage of learning focused on mastering the operation of equipment needed in practice (C2-C3 and partly C4). In the second stage, the students have mastered most of the cognitive analysis and accuracy of practical data (C4-C5) and in the third stage, they made practiced steps more effectively and successfully correlated to the Indonesian National Standards (SNI) level (C6) at the moderately accurate. The application of the Scaffolding Problem-Based Learning model has a positive impact that students get21st-century learning with the main characteristics (4C), consisting: Communication, Collaboration, (Critical thinking, and problem-solving), and Creative thinking. Learning outcomes enriched with higher-order thinking skills can be seen when students take advanced Geomatics material, They already work with groups to map the area more independently

/pdf/enhancing-higher-order-thinking-skills-in-vocational-269ejeetrb.pdf

Enhancing Higher-Order Thinking Skills in Vocational Education through Scaffolding-Problem Based Learning

Higher-Order Thinking Skills (HOTS) have already become a hot problem in the world of education, especially in developing country like Indonesia. The problem is that the teachers and the students have not been accustomed to processing and evaluating learning with a model that guarantees the creation of HOTS. This study aims to apply suitable concepts of learning in higher education- vocational. The study was conducted in 2 classes where the students had taken of the Basics of Geomatics. The learning process and evaluation involve the uses of Edmodo media application program, strengthtening to blended learning. The data collection phase was conducted by providing a questionnaire to evaluate the formation of the student's HOTS. The questionnaire results were analyzed using the paired samples t-test by SPSS program. The decision: There was a difference score between class A using blended learning and class B not using blended learning (p-value= 0.015 < 0.05). The study concluded that the blended learning model can increase student's HOTS in higher education-vocational (V-HOTS).

Implementation of Blended Learning in Vocational Student's to Achieve HOT Skills (V-HOTS)

Road construction is increasing time to time, causing the demand for paving blocks to boost. On the other hand, the metal casting industry is also experiencing an increase, which negatively impacts the form of slag waste with a high enough silica content. Therefore, it is hoped that the hydration process between cement and fine aggregate forms an interface or maximum strength. This study aims to determine the effect of using slag as fine aggregate with replacement variations of 0%, 45%, 50%, 55%, 60%, and 65% of the paving blocks’ content weight and compressive strength. This research conducted experimental quantitative descriptive methods. In this study, the independent variables consisted of slag replacement variations of 0%, 45%, 50%, 55%, 60%, and 65% of the paving block volume and the dependent variables were compressive strength. Based on the research results, the use of slag with replacement variations of 0%, 45%, 50%, 55%, 60%, and 65% of the paving blocks’ volume could affect the paving blocks’ content weight and compressive strength. Paving blocks with the replacement of slag produced normal content weight in all percentages, and produced maximum compressive strength value was 42 MPa at 50% slag replacement of the paving blocks’ volume. out in various obtained from CV The samples in this study was paving blocks with the replacement of slag as fine aggregates with variations of 60%, and of the paving blocks’ The sample in this study was five in each in this study

/pdf/the-influence-of-replacement-of-fine-aggregates-with-slag-bvexnq4g.pdf

The Influence of Replacement of Fine Aggregates with Slag Waste on Content Weight and Compressive Strength in Paving Block

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Renewable Energy in Indonesia: Current Status, Potential, and Future Development

Enhancing Higher-Order Thinking Skills in Vocational Education through Scaffolding-Problem Based Learning

Implementation of Blended Learning in Vocational Student's to Achieve HOT Skills (V-HOTS)

The Influence of Replacement of Fine Aggregates with Slag Waste on Content Weight and Compressive Strength in Paving Block