This study aims to determine the performance and feasibility of Media Learning Trainer Human Mechanic Interface on Electric Motor Installation subjects. This research is done through the following stages: (1) analysis; (2) design; (3) implementation; (4) validation; (5) testing; and (6) experiments in classroom learning. The methods used in data collection include: (1) testing and observing performance of Trainer Human Mechanic Interface; (2) through questionnaire to know the student response; and (3) the feasibility test and construct test for Trainer Human Mechanic Interface is done by two media instructional experts. Research finds:(1) test of media content, by expert of learning media, obtained "very decent category" with percentage equal to 89,58%,: (2) test of media content, by expert of learning media, obtained "very decent category" with percentage equal to 89,58%; and (3) media trials in learning of 30 students in SMK Special Navy 1 Surabaya, obtained "very decent category" with percentage equal to 83.04%. keywords-component, human mechanics interface, electric motor installation

The background of this research is that the microcontroller trainer media in schools still cannot significantly improve students' creative thinking skills. The main reason is because the media trainer used is still relatively complicated, so it is difficult to understand by students. This study aims to determine: (1) the characteristics of the Arduino microcontroller media trainer; (2) the influence of arduino microcontroller trainer media on students' creative thinking skills; and (3) the influence of Arduino microcontroller trainer media on student learning outcomes. This study uses literature study method to a number of related references, including a number of national and international journals, so that the results of the research are as follows: (1) the Arduino microcontroller trainer media has an attractive appearance character and is easy to use by students;(2) the use of Arduino trainer media can improve students' creative thinking skills; and (3) the use of Arduino trainer media can improve student learning outcomes. The suggestion in this study is that learning in the laboratory must be a proper learning tool, each teacher must follow the development of learning.

Permasalahan sampah merupakan permasalahan klasik yang masih sering terjadi, terutama di kota besar. Permasalahan dalam pengelolaan sampah di Desa Madyopuro, Malang cukup berat dimana dikarenakan minimnya ruang lapang yang dapat digunakan sebagai tepat pebuangan sapah dan kurangnya kesadaran masyarakat. Masyarakat masih ada yang membuang sampah sembarangan dan membakar sampah. Tujuan dari kegiatan pengabdian ini adalah memberikan gagasan pemberdayaan masyarakat dengan alternatif solusi berupa edukasi pengelolaan sampah rumah tangga. Metode yang digunakan yaitu penyuluhan kepada masyarakat dan penyebaran poster. Penyuluhan mengenai edukasi pengelolaan sampah menggunakan metode SOS (sort out, saved) dengan prinsip 5R (reduce, reuse, recycle, replace dan replant) dan memahami peran bank sampah. Pada kegiatan pengabdian ini peneliti bekerja sama dengan SMKN 06 Malang sebagai tempat penyuluhan bank sampah. Hasil pengabdian kepada masyarakat yaitu meningkatkan motivasi warga desa dan merubah pola pikir mereka mengenai kesadaran lebih peduli terhadap lingkungan dan diharapkan untuk segera membuat kesepakatan dengan perangkat desa untuk membentuk bank sampah guna meminimalisir adanya timbulan sampah.

Based on the observation in the vocational high school, the students' creative thinking skill was still low. This is because there is no collaboration between learners and teachers to solve problems. Also, there is lack of opportunities given to learners to find their own knowledge. This study developed the inquiry-based learning tools to enhance students' creative thinking skills in vocational high schools. The purpose of this study was to: 1) describe whether validation of learning devices declared from the expert worthy of use in learning; 2) analyze the implementation of learning tools on the inquirybased learning process; 3) analyze the activities of learners during the learning activities; 4) analyze the learning outcomes of creative thinking skill obtained by learners before and after implementing inquiry-based learning; and 5) analyze learners' responses to the learning activities. Learning tools developed in this study include syllabus, lesson plan, student activity sheet, and test of creative thinking skill. Data collection was done by test, observation, and questionnaire. Data analysis was done by descriptive analysis and t-test. The results showed that: 1) validation of learning tools from experts declared appropriate for use in learning; 2) the implementation of lesson plan obtained the criteria performed very well, appropriately, systematically, and on time; 3) the activities of the learners during the learning activities were in accordance with the inquiry-based learning stages; 4) there was a significant difference to the improvement of creative thinking learning result test obtained by learners before and after inquiry based learning; and 5) the learners' responses to inquiry-based learning activities were in good categories.

Purpose of Study: Ineffective implementation of curriculum 2013 and low quality of vocational school graduates underlay the present study. The Presidential Regulation of the Republic of Indonesian number 8 year 2012 stipulates that the implementation of Indonesian National Curriculum Framework-based on curriculum 2013 will improve the quality of vocational high school graduates at level 2 and their learning outcomes, including cognitive, affective, and psychomotor domains. The development of the Indonesian National Curriculum framework-based curriculum 2013 was an activity in generating an educational curriculum at an institutional level which aligns the needs of business and industry. The design of this study was the 4-D models of Thiagarajan, namely 1) the definition; 2) design; 3) development; and 4) deployment, but this was only conducted up to the development stage. Methodology: Regarding the background, the research questions were formulated as follows: (1) how is the validity, practicality, and effectiveness of the instructional design of the Basic Electrical and Electronic subject?; (2) how is the students’ response to the instructional design of the Basic Electrical and Electronic Subject?; and (3) how are the results of students’ learning outcomes of Basic Electrical and Electronic Subject?. Results: This study aimed to find out: (1) the level of validity, practicality, and effectiveness of the instructional design of the Basic Electrical and Electronic Subject; (2) the students’ response of the instructional design of the Basic Electrical and Electronic Subject; and (3) the students’ learning outcomes of the Basic Electrical and Electronic Subject. Implications/Applications: The conclusion of this research is: 1) the average score on the validity of the instructional design was 3.722 (very high), the average  score on its feasibility was 3.72 (very practical), while the average score of its effectiveness was 71.87 (effective); 2) the students’ responses to the instructional design were 92%, which was satisfactory; and 3) the average score of the students’ learning results was 85, over the minimum score determined, with the learning mastery of 100%.

The objectives of the study were: (1) to analyze the differences in learning outcomes between students who studied using Arduino Uno media trainers and students who studied using AVR media trainers at Surabaya KAL-1 Vocational School; (2) analyze the differences in learning outcomes between students who have a high level of creative thinking and students who have a low level of creative thinking at Surabaya KAL-1 Vocational School; (3) analyze the interaction between the use of media trainers and creative thinking on the learning outcomes of students of Surabaya KAL-1 Vocational School. The type of this research is quasy experiment using factorial 2x2 design, and data is analyzed using two-way Anava. The study found: (1) the average score of psychomotor domain learning outcomes (85.11) for students learning by using Arduino media trainers, significantly higher than the average score of psychomotor domains (74.80) for students learning using AVR media trainer; (2) the average score of psychomotor domains for students who have a high level of creative thinking (91.47), significantly higher than psychomotor domain learning outcomes for students who have a low level of creative thinking (78.09); (3) there is a significant interaction between the application of the media trainer and the level of creative thinking on the learning outcomes of the psychomotor domain.

The ability that is considered important for the success of study, work, and living in the information and technology era in the 21st century is High Order Thinking Skills (HOTS). The purpose of this study is to produce learning device products for basic automotive technology subjects using learning models based on HOTS-based problems that are valid, practical, and effective. The type of research used is quasi-experimental research (quasi experiment) which begins with the development of learning devices. Research Results: (1) the average score of critical thinking skills for students learning using HOTS-based problembased learning (PBL) models (x ̅ = 82.96) was significantly higher than students who studied using the direct learning model or direct instruction (DI) with an average score of x ̅ = 71.40; and (2) the average score of creative thinking ability for students who learn using HOTS-based problem-based learning (PBL) models (x ̅ = 49.14) is significantly higher than students who learn using direct or direct learning models instruction (DI) with an average score of x ̅ = 74.66.