This research aimed to develop 21st Century skill learning tools through the application of the concept of independent learning curriculum for independent vocational campus, as the implementation of the policy for independent learning towards an independent campus by the Ministry of Education and Culture in 2020. This research was conducted using the research and development method with steps of defining, designing, developing, and disseminating. To determine the feasibility of the learning device’s result, a validation was carried out using the Gregory formula by using two fields’ experts, namely learning technology experts and vocational education experts. Furthermore, improvements were made from the results in the form of suggestions and input from experts. The results showed that the learning device for the independent learning curriculum concept course was declared valid and applicable. Therefore, it was very feasible to be used to support the implementation of courses that supported the independent learning policy for independent campus.

Development of a sustainable human resources is imperative to be able to overcome all the problems facing every nation in the midst of the current global competition. The passage of the Asian Economic Community (AEC), besides a new hope for the Asian countries, also have consequences on various aspects of national life. Currently produced human resource education in Indonesia has not been able to properly prepared for these conditions. College graduates still have not been able to compete well with foreign labor. Foreign workers far better prepared to compete in terms of capabilities (skills) and the mastery of the English language compared to Indonesian workers. Kompas.com, 27 April 2015 mentions college graduates Indonesia is experiencing a dilemma, because higher education diploma degree they achieved no longer so easy to get a job guarantee. The difficulty of obtaining employment of university graduates seen from Indonesia educated unemployment rate is increasing every year. Central Statistics Agency (BPS) in August 2014, in Indonesia there are 9.5 percent (688 660 people) of the total unemployed who are alumni of the college. To prepare human resources through education, offered a solution to increase the competence of human resources (graduates of educational institutions) through the establishment of community learning (learning community) and the ongoing collaboration with various parties through the lesson Study.

Learning activities carried out in schools today lack innovative and varied approaches. There are few learning activities that can help develop students' meta cognitive abilities. Meta cognitive abilities are important for students to realize their weaknesses and strengths in studying and utilizing learning materials. This study analyses the effectiveness of developing revised Bloom's taxonomy-oriented learning activities to improve students' meta cognitive abilities. A quasi-experiment was used as the research design, in the form of a posttest which allowed control over the design. The subjects of this survey were all fourth graders, consisting of 132 students. The random sampling method was used to select 44 students. The data collection method used was via a test. The testing instrument used was a 10-item descriptive test. The methods and techniques of data analysis used were inferential statistical analyses. The data analysis used an independent sample t-test using SPSS. The independent sample t-test result showed 0.00 < 0.05. This meant that the development of learning activities based on Bloom's revised classification method was effective for improving students' meta cognitive skills.

This research had the main objective to develop a new form/design in the development of test instruments that valid and reliable. The form of the test instrument that was developed adopted the Superitem concept and was integrated into software called Wondershare. Through the integration, digital format test instruments were realized with the structures of the questions' difficulty level which were tiered from the easiest to the hardest stages. The development of these digital test instruments used a quantitative approach to obtain valid and reliable instruments. The stages of development included: 1) determination of the instrument items, 2) test the validity and reliability of instrument items, 3) determination of final instruments as digital test questions, 4) inputting digital test questions into the Wondershare application, 5) trials of the digital test instruments, 6) revision of digital test instruments, and 7) finalization of digital test instruments. The content validation test of instruments involved two education experts, the reliability test of instruments involved 42 respondents, and the trials of digital test instruments based on Wondershare-Superitem involved 12 respondents. Data collection related to content validation test, instrument reliability, and trials of digital test instruments used the instruments in the form of questionnaires. Analysis of the trial results of digital test instruments using analysis techniques of quantitative descriptive by percentage descriptive formula. The results of this research showed the design of digital format test instruments based on the Wondershare-Superitem that are valid and reliable for supporting distance learning implementation of assessment course.

The study aims at determining the effect of know-want-learn learning method and self-assessment of learning independence. The research activities were conducted in the form of quasi-experimental using 2x2 factorial design. The study population was XI grade students of all majors in Singaraja vocational middle secondary school, totaling 282 people. The sample was taken using random sampling, namely students of product service, fashion and hospitality on 124 people. Research data of learning independence scores were collected using a questionnaire. Data were analyzed using two-way analysis of variance. The analysis results showed that (a) towards the students who were given self-assessment. The learning independence of students who take learning with the KWL method were higher than students who take learning with conventional methods, (b) towards the students who were given peer assessment, learning independence of students who take learning the KWL method was no different from students who take learning with conventional methods, and (c) there was an effect of the interaction between the KWL learning method and self assessment on learning independence.