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A meta-analysis of students’ thesis is very necessary to improve the quality of research in maintaining the consistency and scientific truth justification of the theory. This study aims to (i) obtain an effect-size estimation, which is the strength of the relationship between the variables studied in a quasi-experimental study; (ii) describe the effectiveness of student-centered learning models compared to teacher-centered learning on learning outcomes; (iii) describe the conditions that affect the effectiveness of the student-centered learning models in the final assignments of students of Informatics Engineering, Universitas Pendidikan Ganesha. In order to achieve this goal, 22 students’ final assignments were reviewed as research samples. The study focused on two things, namely, (a) calculating the effect size of each sample of the theses; (b) examining the theoretical and empirical justification used to discuss the acceptance of the hypothesis. Statistical analysis techniques were used to determine the value of the effect size. The results showed, the effect-size value for the entire sample was 1.109 in the high category. Then, the results of the study of the t value for all the thesis studied showed all t-count values were greater than t-table values at a significant level of 0.05. It means student-centered learning models are better than teacher-centered learning models on the learning outcome variables studied.

Cognitive style refers to the way person processes, stores or uses information to respond to a task and different types of environmental situations. Cognitive style determines the way students collect and use information. On the words, it relates to how students respond to the learning process in the classroom. The purpose of this study is to examine the relationship of a student’s psychomotor abilities to a student’s cognitive style. Using quantitative design, this research it will be scientifically known how much cognitive style contributes to a student’s psychomotor abilities. The sample of this study is student who took Multimedia Technology courses in department of informatics and engineering education. Descriptive statistical analysis and inference statistical analysis were used to analyse the data. The results of this study revealed that there was a significant impact on the cognitive styles of the students in both dependent fields and independent fields.

Technological development provides many benefits in learning process, such as the development of the learning method, media, strategy, and design. Based on the observation had been done at History department, UNDIKSHA showed that the students had problems in learning process especially in Indonesian Prehistory Course. The lecturer still focused on teacher-centered method and book only without using technological development. That is why, students’ interest, motivation, and understanding towards the learning process could be categorized as low. This research aimed to describe the implementation of gamification technique and virtual reality in developing an educational game to help students in recognizing the prehistoric objects, increasing the students’ motivation and activeness, and giving immersive experience learning toward the metaverse. This research used ADDIE Model method and was analyzed by using descriptive quantitative and qualitative. The subjects were 20 students of the History department at UNDIKSHA. The result showed that the average response of the 20 users was 91.81% which could be categorized as very positive. The effect score was 0.80 which could be categorized as very effective. It was counted by using N-Gain Score. So, gamification based on virtual reality could increase the students’ activeness, interest, motivation, and understanding toward the prehistoric objects.

This paper aims to analyses the flipped learning researches using the Systematic Literature Review (SLR) to finds its correlation to 21 st century competence development according to twenty articles which reported about flipped learning from 2015 to 2018. The SLR was applied to examine the impacts of the application of flipped learning toward the mastery of 21 st century competencies and the advancement of flipped learning researches both in Indonesia and abroad. The result of review was presented descriptively. The result shows that flipped learning researches have been done on various school subjects and various methodologies. Quasi-experimental design has been the most chosen method. The most used technological media among the various tools is the use of video. The most common keyword is flipped classroom. The impact analysis shows that flipped learning brings positive impacts to the mastery of 21 st century competence which are creativity and innovation, critical thinking and problem solving, communication, and collaboration. The application of flipped learning in Indonesia and abroad shows comparable results. The results of the analysis show that flipped learning is very suitable to be applied in the classroom and becomes an implication for the government or policy makers to recommend flipped learning to be implemented in learning activities.