In this paper, we introduce the three-dimensional aerial image interface, 3DAII. This interface reconstructs and aerially projects a three-dimensional object image, which can be simultaneously observed from various viewpoints or by multiple users with the naked eye. A pyramid reflector is used to reconstruct the object image, and a pair of parabolic mirrors is used to aerially project the image. A user can directly manipulate the three-dimensional object image by superimposing a user’s hand-finger or a rod on the image. A motion capture sensor detects the user’s hand-finger that manipulates the projected image, and the system immediately exhibits some reaction such as deformation, displacement, and discoloration of the object image, including sound effects. A performance test is executed to confirm the functions of 3DAII. The execution time of the end-tip positioning of a robotic arm has been compared among four operating devices: touchscreen, gamepad, joystick, and 3DAII. The results exhibit the advantages of 3DAII; we can directly instruct the movement direction and movement speed of the end-tip of the robotic arm, using the three-dimensional Euclidean vector outputs of 3DAII in which we can intuitively make the end-tip of the robotic arm move in three-dimensional space. Therefore, 3DAII would be one important alternative to an intuitive spatial user interface, e.g., an operation device of aerial robots, a center console of automobiles, and a 3D modelling system. A survey has been conducted to evaluate comfort and fatigue based on ISO/TS 9241-411 and ease of learning and satisfaction based on the USE questionnaire. We have identified several challenges related to visibility, workspace, and sensory feedback to users that we would like to address in the future.

A Japanese method in teaching at classroom show good result by implementing Kamishibai. On the other hand, technology is inseparable from daily life. Computer-based learning media innovations are fast and diverse, ranging from 2D animation to 3D environments. The hologram is one example of 3D object visualization to deliver the learning material. Based on Kamishibai's opportunity and hologram multimedia utilization to enhance the environmental education teaching activity, research about the adaptation of 3D pyramid hologram for teaching environmental education in elementary school is proposed. Firstly, the kamishibai model for teaching environmental education from Japan is explored and modified to fit Indonesia's condition. The kamishibai and hologram multimedia utilization in teaching environmental education has been experimented with in class. The results of learning kamishibai and multimedia holograms show that students will improve their abilities in environmental problems. The students lead the literacy and caring attitudes were following their level of knowledge and skills as well as their attitudes about caring about disposing of garbage in its place, learning to clean sewerage at school, learning to farm in the yard of schools, and understand how plants exist in school gardens.

Kebijakan mengenai sistem pembelajaran daring tiap jenjang pendidikan mulai diberlakukan di Indonesia sejak diumumkannya kasus pertama Covid-19 pada Maret 2020. Pada Sekolah Menengah Kejuruan (SMK) Program Keahlian Teknik Komputer dan Informatika baik guru maupun siswa, dianggap lebih mudah melakukan pembelajaran khususnya praktikum daring dikarenakan standar kompetensi untuk jurusan ini dapat dicapai dengan menggunakan perangkat komputer personal saja. Penelitian ini bertujuan mengukur tingkat kesiapan guru SMK Program Keahlian Teknik Komputer dan Informatika terhadap pembelajaran daring berdasarkan beberapa komponen, seperti Strategi Mengajar,  Kemampuan Mengajar, Kebijakan, serta Waktu dan Finansial. Hasil penelitian menunjukkan bahwa para guru dinilai masih belum siap dalam melakukan pembelajaran daring khususnya dari segi Kemampuan Mengajar serta Waktu dan Finansial.Kata kunci: E-learning Readiness, Pembelajaran Daring , Pandemi Covid-19

In environmental education, there have been many studies on learning multimedia, but the media used tends to be limited to the use of conventional media. In this study, we investigate the feasibility of Kamiholo, a combination between hologram and Kamishibai for environmental education in elementary school to improve the students' learning outcomes. To avoid bias and increase objectivity, the learning outcomes of Kamiholo utilization will be compared with those of conventional Kamishibai utilization. The experiments in the control and experimental groups both show good results. However, there is a significant difference in the improvement of the student achievement when learning using Kamiholo based on the N-Gain, where the N-Gain value of Kamiholo and Kamishibai are 0.69 and 0.49, respectively. Overall, we have successfully demonstrated the advantages of our new multimedia by combining holograms and Kamishibai for environmental education.

Formulate an environmental policy through education is important. Therefore, this study used sub-textbooks and Problem-Based Learning (PBL) methods. The subject group divided into two parts, Group A and group B as a control group. The results of pre-test compared to the average of group workshops with controls are: cognitive, 75.86; affective, 76.46; and behavioral, 78.45, and the experimental group are 60.85, 78.80, and 75.87. Comparison of N-Gain shows an increasing value from pre-test to post-test. Value of N-Gain in the experimental class shows that the method positively increases learning outcomes.