The purpose of this study is to produce: (1) The average real power in squirrel-cage rotor type of three-phase induction motor load. (2) The average reactive power in squirrel-cage rotor type of three-phase induction motor load. (3) The best capacitor value for saving reactive power in squirrel-cage rotor type of three-phase induction motor load. The research method used is a quantitative description approach by applying measurement methods in the Laboratory of Department of Electrical Engineering Education, Nusa Cendana University, Kupang. The study population was the entire squirrel-cage rotor type of three-phase induction motor controller using the star to delta method. The sample is a number of measurements of voltage, current, and power ion n a three-phase induction motor using the star to delta method. The conclusions of the research are: (1) The average real-power for delta-connection load without capacitor obtained a value of 24.4 [Watt]. The average reactive power for delta-connection load without capacitor obtained a value of 205 [VAR]. (2) The average-real power for delta-connection load with the capacitor of 11.57 [µF] obtained a value of 9,9 [Watt]. The average reactive power for delta-connection load with the capacitor of 11.57 [µF] obtained a value of 9,4 [VAR]. (3) Capacitor value 11.57 [µF] is the best value for reactive power savings in squirrel-cage rotor type of three-phase induction motor.

Case method learning as one of the learning methods applied at Nusa Cendana University aims to improve problem-based higher order thinking skills. This learning is generally carried out in the form of face-to-face, but in this study, the case method was applied using LMS. The purpose of this study is to examine how the implementation of case method learning is carried out using LMS media in Electrical Engineering Education students. The research method used in this study is descriptive qualitative using data collected on google form as many as 15 questions using a Likert scale and 5 essay questions that have been validated. The research subjects were 65 students in the Electrical Engineering Education Study Program. The results obtained are 61.15% of respondents know about the case method learning, 60.00% have applied the case method in the course, 50.77% have implemented the case method in over 7 meetings in 1 semester. In LMS all features are available including discussion rooms with clear learning steps in LMS, but still 54.62% of students have difficulty understanding case-based learning methods using LMS, according to respondents the application of LMS is much more effective in the face-to-face form than LMS, where 45.38% of students still have difficulty understanding the material using the LMSbased case method. The conclusions that can be drawn from this research, in terms of the facilities available in the LMS, it is very possible to apply the case method. The case method steps have been systematically arranged in the LMS and even discussions can also be facilitated, but it is not enough to accommodate the needs in problem solving when using the LMS, the application of LMS offline or face to face by respondents is much more effective than LMS, this is because students do not all understand the case method and are not used to learning based on the case method because in one semester the application of the case method is less than 50% of the entire meeting, students have difficulty understand the material using the case method in LMS-based learning because the use of the LMS is less than optimal in building discussions and also the limitations in conducting problem studies through web

This study aims to determine the extent of the impact of the skills and attitudes of Electrical Engineering students in relation to job opportunities in the business and industrial world. The method used in this research is descriptive qualitative research method. The subjects in this study were 70 students of Electrical Engineering Education who attended Industrial Practices. The results obtained in this study of 70 students, 64.29% managed to get good acceptance in the business world and industry and got a satisfactory score because they have competency skills which include the ability to work in teams, enthusiasm for following practice and initiative and attitude competence which includes willingness receive input and persistence, while 35.71% do not receive acceptance in the practice place and do not complete the industrial practice in the field is influenced by attitude factors including: 1). low self-discipline (44.00%), 2). low persistence of students (20.00%), 3). The ability to receive input from PKL supervisors for improvement towards a better direction (4.00%) and skill factors include: 1). The enthusiasm possessed in following the PI (12%), 2). The ability to work hard during PI (13.33%), 3). Able to work together in a team during PI (13.33%). From the results obtained, it can be concluded that the determining factor so that students can successfully follow practice and be well accepted in the business world and industry is to increase their enthusiasm for following practice and when doing practice there is a need for teamwork including being willing to accept input from supervisors essential needed in industrial practice.