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Virtual laboratory (VLab) has been observed for its function for the merit of online course delivery. It is believed that the existence of VLab may enhance students’ academic achievements. However, the study which researches its impact on the students’ independence is still limited. This systematic review study aims to determine students’ self-regulated learning (SRL) on the use of VLab by implementing PICOS (Population, Intervention, Comparison, Outcome, Study Design). Further, we examined whether the strategies of SRL, such as cognitive, metacognitive, motivational, behavioral, and contextual strategies owned by students at higher education levels, increased because of leveraging the VLab. We identified 267 articles from Scopus and the Web of Science databases, then utilized the PRISMA guidelines to specify the 249 eligible articles. As a result, only 20 articles passed the criteria of the feasibility stage (1) higher education level, (2) informing online learning, (3) containing materials discussing VLab, and (4) representing the concept of SRL. However, the finding showed that all interventions had positively affected students’ performance. Based on the analyzed data, we confirm that VLab can be considered for providing the learning experience since it bridges the gap between students’ prior knowledge and experience and provides an active social experience.

Every semester, Professional Capability Consolidation (PKP) courses are always a scourge for Elementary School Teacher Education (PGSD) students of the Universitas Terbuka (UT). It is due to the lack of student knowledge of the procedures for implementing PKP courses and the limited skills of students in making practical reports. It affects their scores because they do not meet the minimum criteria, and students fail to pass the course. Especially during the pandemic, the implementation of practical courses that are usually held face-to-face is now all based on webinar tutorials. The learning process becomes more difficult for students living on islands with various limitations. This study aims to develop a prototype learning mode to overcome these problems with three main activities, including (1) making procedural video for implementing PKP courses of S1-PGSD, (2) training in writing PKP S1-PGSD UT reports, (3) assisting the undergraduate-PGSD students in the islands face-to-face. The study results show that it was necessary to develop advanced videos as a complement and elaborately detailed procedures for implementing the PKP courses for the students of S1-PGSD UT, the need for writing training with a greater number of meetings and writing practices, and the suitability of holding face-to-face mentoring of PKP courses for the students of S1-PGSD.

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Revolusi Industri 4.0 membawa perubahan yang substansial pada setiap aspek kehidupan. Pada era ini teknologi komunikasi dan informasi berkembang begitu pesat sehingga mempermudah pekerjaan dan kepentingan banyak individu. Sekolah sebagai lembaga pendidikan formal menjadi salah satu tempat yang memanfaatkan teknologi tersebut secara gradual untuk proses pembelajaran. Menjumpai hal tertera pendidik dan peserta didik harus dibekali kompetensi abad 21 sehingga tidak hanya mampu menggunakan teknologi tetapi juga menguasai perkembangan pengetahuan saat ini. Pengabdian Kepada Masyarakat (PKM) yang hendak kami lakukan ini merupakan manifestasi dari upaya pembekalan kompetensi abad 21 yakni menumbuhkan minat dan keterampilan menjadi content creator yang mampu menghasilkan produk digital di berbagai bentuk media. Program PkM didapuk dengan nama “Generation Unlimited Youth Challenge” yang terdiri dari penyediaan kelengkapan perlengkapan digital, pelatihan menjadi content creator, dan lomba menghasilkan produk digital terbaik. Peneliti memilih SMA 1 Ternate sebagai lokasi pelaksanaan PKM yang akan berlangsung pada bulan Mei sampai dengan Desember 2021.