Vocational high secondary school teachers need to update their knowledge to support their teaching and learning. This article aims to investigate the challenge of vocational secondary high school teacher in responding the development of information and communication technology (ICT) and the globalization era. A total of 51 teachers and novice teachers in Soloraya were enrolled in this study. The data were collected using questionnaire Likert scale that was downloaded and translated from a survey for measuring 21st century teaching and learning, West Virginia Department of Education. Regression analysis was used to analyze the significance of correlation between student's learning and teacher's statement. The finding indicated that there was no statistically significant correlation between student's learning and teacher's statement (F = .16, p > .05), there was no statistically significant the correlation between student's learning and teacher's statement on global connection (F = .16, p > .05), there was no statistically significant correlation between student's learning and teacher's statement on local connection (F = .65, p > .05), and there was no statistically significant correlation between student's learning and teacher's statement on using technology as a tool for learning (F = 1.36, p > .05). In addition, teachers are the major factor in learning process. They must update their knowledge of global connection, local connection and technology as a tool for learning. Teachers must have many designs of teaching. Students need practical experience in real work environment of global connection, local connection, and technology as a tool for learning. Learning by doing in the real work environment is more impression/ effective than just theoretical learning only.

Retail traders rarely use rupiah values of less than one thousand rupiah. Moreover, the use of small money under one hundred rupiah is practically no longer used. From the buyer’s point of view, a reduction in the price of just one rupiah has been taken into account, especially in purchasing of a large quantity of goods, of course a slight reduction in price is very meaningful. This study aims to create a prototype electronic rupiah application in order to facilitate financial transactions, especially in the payment of goods’ prices with a value below one thousand rupiahs. The research method used is descriptive quantitative. The population of this study was all undergraduate students who visited the “Idaman” canteen at Sebelas Maret University with 32 respondents. The sampling technique used incidental random sampling, while the data analysis used was confirmatory factor analysis (CFA). The results showed that the application prototype of electronic rupiah needs to pay attention to three things, namely feature design, transaction design, and user account’s security design. Feature design is a basic view of display that needs to be made in such a way as to be attractive and easy to understand. Advanced display design is the details of the buttons on the basic view of menu display which contain transaction/arrangement designs. Account security design is a confirmation of account operation via email and data backup to anticipate if the internet connection is lost. Confirmation is used in making payments via password and or SMS (short message service). The details of these three designs will be discussed in this article.

Researchers conducted this disaster education research to convey the importance of disaster knowledge and awareness in disaster-prone areas. The purpose of this study was to analyze the forms of disaster education in the last decade. Several previous studies on disaster education were analyzed and reviewed. This systematic review used an article selection process. It defined the purpose, conducting a literature search, pulling articles by reading abstracts, reading the full papers, abstracting data, and conducting an analysis. The disaster education system was classified into formal and non-formal education, consisting of pre-disaster, emergency responses, and post-disaster learning materials. Lastly, 95 articles have been reviewed involving a total number of participants from 29 to 430 people. The majority of research methods in this article were lectured through experimentation and integrated learning. While the research instruments used were questionnaires, documentation, observations, and interviews. In various fields of research, game-based learning enhances the understanding of disaster prevention.

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Human motion has multifarious meanings that can be recognized using a facial detection machine. This article aims to explore body motion recognition to explain the relationship between students’ motions and their achievement, as well as teachers’ responses to students’ motions, and especially to negative ones. Students’ motions can be identified according to three categories; facial expression, hand gestures, and body position and movement. Facial expression covers four categories, namely, contempt, fear, happiness, and sadness. Contempt is used to express conflicted feelings, fear to express unpleasantness, happiness to express satisfaction, and sadness to express that the environment is uncomfortable. Hand gestures can likewise be grouped into four categories: conversational gestures, controlling gestures, manipulative gestures, and communicative gestures. Conversational gestures refer to communicative gestures. Controlling gestures refer to vision-based interface communications, like the ones popular in current technology. Manipulative gestures refer to ones used in human interaction with virtual objects. Communicative gestures relate to human interaction, and therefore involve the field of psychology. Body position and movement also can be classified into four categories, namely: leaning forward, leaning backward, correct posture, and physical relocation. Leaning forward happens when a user is working with a high level of concentration. Leaning backward occurs when a user has been highly concentrated on work for several hours, and needs a break or change. Correct posture is the sign of an enjoyable working position which involves sitting in a free and relaxed manner. Movement refers to a change to the student’s sitting location, reflecting some inadequacy of the learning environment. Teachers can anticipate changes of students’ emotions by good learning design, teaching metacognitive skills, self-regulated performance, exploratory talks, mastery approach/avoidance, using hybrid learning environments, and controlling space within classrooms. Teachers’ responses to students’ motions will be explored in this article