In fact of AutoCAD learning, there is still the use of conventional method. So, the students does not achieve the quality maximally. It is important to make the innovation of learning model in order to produce the competent outcomes. This study aims to determine the effectiveness of Project Based Learning and Discovery Learning with module to increase learning outcome of AutoCAD subject. Those are three main parts of this study. The first is the different influence between Project Based Learning and Discovery Learning on the learning outcome, the second is the different influence between male and female on the learning outcomes and the third is the interaction between Project Based Learning, Discovery Learning and gender on the learning outcome. This research was 2x2 factorial experiment with a quantitative approach. The data source of this study were 186 students of class XI of SMKN (Vocational School) 4 Semarang in the 2019/2020 school year. From 186 students, there were 36 students of class XI TGB1 as the experimental class and 37 students of class XI TGB2 as the control class. The results shows that Project Based Learning model and Discovery Learning with module could improve students’ learning outcomes in SMK 4 grade XI. From the gender interaction aspect of the Project Based Learning model and Discovery Learning, it shows the learning outcomes for male are higher than female. Thus, the Project Based Learning model is appropriate for AutoCAD subject because it can prepare students to face the workforce.

Providing students with competency is one of the challenge of 21st Century learning. The competencies include critical thinking and problem solving skills, communication and collaboration, creativity and innovation, as well as information literacy and technology media. This study aims to analyze the implementation of 21st century learning and the achievement of competencies of junior high school students who are in the frontier, outermost, and least developed areas of Melawi Regency, West Kalimantan Province. The method of this study was descriptive-analytic qualitative with the type of the research was case study. The results shows that the implementation of 21st century learning at Junior High School in the 3T area shows a moderate or medium category. The scores for each indicator are: planning (70.4%), learning implementation (73.4%), and assessment and evaluation (70.8%). The achievement of the 21st century competence of students gets medium category. The scores for each indicator are: critical thinking and problem solving skills (54%), communication skills (73%), collaboration skills (70%), creativity and innovation (48%), and information and media literacy (60%). The implication of this research is for the prospective teachers or new teachers who work in the 3T area. So that, they would know the conditions and prepare various strategies and learning approaches to apply based on the local conditions in improving students’ competency.

The aim of the study developed a coffee barista education curriculum. This study focused on four developed components, comprised objectives, learning experiences, organizing learning experience, and evaluation or achievement of the curriculum. Research methodology based on research and development methods. Data collection techniques applied structured interviews and direct observation. The subjects were participants of barista training that never been participated in any barista training before. The results of this study found that the Barista education curriculum was effectively Implemented. Through this research, would have been create a guideline or authentic script the Barista Education Curriculum. This research would also strengthen theory of curriculum development, where the legitimacy of curriculum development needed to be developed continuously, in order to get tentative goals.

Penegakan hukum adalah proses mewujudkan hukum abstracto menjadi hukum yang concreto. Dalam kenyataannya masih banyak penegak hukum dalam menjalankan perannya masih menggunakan cara-cara  konvensional (prosedural dan formal). Hakim sebagai penegak hukum  dalam memutus perkara masih sesuai dengan prosedur yang baku dan berdasarkan peraturan perundang-undangan yang berlaku dengan jargonnya kepastian hukum. Selain itu penegakan hukum terkadang sangat dipengaruhi oleh profil hakim, seperti latar belakang, sosial, pendidikan dan karakternya. Penegakan yang demikian keadilannya bersifat legal formal, yaitu keadilan yang berdasarkan pasal undang-undang, tidak menggambarkan keadilan yang seadil-adilnya (keadilan substansial). Untuk meujudkan keadilan substansial perlu adanya terobosan yaitu penegakan hukum yang menggunakan hukum progresif. Penegakan hukum progresif  yang berasumsi bahwa hukum bukan sesuatu yang final bisa direvitalisasi manakala bermasalah, memiliki spirit  pembebasan terhadap ciri, cara berfikir, asas dan cara teori baku yang selama ini dipakai. Selanjutnya hukum progresif  memiliki karakter yaitu mensejahterakan dan menolak status quo. Putusan hakim yang berbasis nilai keadilan substantif adalah Putusan MK No. 46/PUU-VII/2012, tertanggal 13 Februari 2012.

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