The low involvement of students in online learning resulted in a decrease in their academic performance. This research aims to figure out the effect of adopting online learning innovations such as mobile learning (m-learning) on students’ involvement with digital readiness as a mediator. A total of 89 graduate students from all over Indonesia enrolled at Universitas Negeri Yogyakarta participated in the study. To determine the sample, we used purposive sampling. Analysis techniques to test research models used partial least square structural equation model (PLS-SEM) with SmartPLS 3.3.2 software. The results are significant for digital readiness as a mediator in student perception of the influence of the adoption of m-learning innovation on student engagement. Although students positively perceive that the adoption of m-learning has a positive effect, they must also have strong digital skills to complete their academic work. Besides, they must also be committed to fully engaged in learning activities using m-learning— this finding provides practical implications for improving effective and interactive online learning in college.

The success of vocational education cannot be separated from the proper management of learning by its objectives.  This study aims to explore the pitfalls and the needs of practical teaching in the Vocational High School of Automation and Office Management Program (AOMP) in Yogyakarta city. This research uses a descriptive method with a qualitative approach. The data obtained were analyzed by using the qualitative analysis model of Miles and Huberman with stages: data reduction, presenting data, verifying data, and concluding data. The results of this study show that the complex equations that are occurred in practical learning of the Vocational High School of AOMP are including the absence of practical teaching materials that are relevant to the industry, there is no specific time for practical learning, lack of facilities and infrastructures, deficiency tools and time to use office laboratories, and there are new types of jobs in the office workforce that are difficult to be followed. Moreover, these matters are complicated for schools to be embodied in the form of practical learning, resulting in poorly trained vocational students in doing their duty that fit the areas of expertise learned. This hardship implies that vocational students become less confident in doing their jobs in the industry either during an internship program or when working in the industry. This research is limited to pitfalls that occur in Yogyakarta City and in schools, which are the subject of this research.

Penelitian ini memberikan gambaran mengenai peran sentral orang tua dalam membantu belajar anak di masa pandemi covid-19. Pembelajaran di rumah tidak akan dapat berjalan efektif tanpa dukungan dan partisipasi aktif orang tua dalam membantu belajar anak. Penelitian ini bisa dijadikan pedoman bagi orang tua yang merasa kesulitan dalam membantu belajar anak di rumah. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan studi literatur. Prosedur penelitian diawali dengan mengumpulkan sejumlah informasi yang relevan dengan masalah yang diteliti kemudian direduksi dan dianalisis sehingga mendapatkan kesimpulan yang tepat. Hasil penelitian menunjukkan bahwa peran orang tua dalam membantu anak ada lima yaitu fasilisator, pendamping, guru atau pembimbing, motivator dan director atau pengarah. Kelima peran tersebut harus dijalankan orang tua dengan baik sehingga pembelajaran dari rumah memiliki keefektifan yang sama dengan pembelajaran di sekolah.

The study aims to determine about how does school facilities affect school quality at vocational high school in Pati, Central Java, Indonesia. The approach and methods used in the study was evaluation research using a discrepancy model. The data were collected by observation, interview, and documentation. Meanwhile, the analysis used interactive model by Milles and Huberman. The results showed that the school facility at vocational high school in Pati is up to standard of Regulation of National Education Minister Number 40 Year 2008. The value of school infrastructure is 72.5% or adequate category, while school facility is 84.3% or adequate category. School facilities become one of the factors in supporting student learning achievement and teacher performance. Therefore, learning achievements can be improved through improved the school facilities. Thus, it is able to improve the school quality. Keywords: school facilities, discrepancy model, school quality, learning achievement

The objectives of the study is figuring out of the results of adoption of electronic learning systems (BeSmart) using Technology Acceptance Model (TAM) factors and servqual models to measure the education services. The data was obtained using SEM with AMOS 2.4. From the findings of the study, note that EoU and U of electronic learning systems hava a positive and significant effect on ESQ through student satisfaction. These findings contribute to university management to understand that service quality needs to pay attention to Ease of Use, Usefulness, and student satisfaction. This research provides insights into the importance of improving the quality of service in education and students' satisfaction, especially in the provision of service in learning and teaching field. As such, the study has implications for teaching and learning practice in higher education institution, and suggests recommendations for further research.