This study aims to determine the level of validity of Interactive Learning Modules in Creative Product and Entrepreneurship Subjects in Vocational Schools. The method used in this research is the 4-D Research and Development method. The steps of this research and development method are: (1) define, (2) design, (3) develop, and (4) assess. Based on research that has been done, the average value of the validator test assessment of the Creative Learning and Entrepreneurship Interactive learning module is 91.92%, so that the level of validity can be interpreted very validly used. In conclusion, based on the assessment and input from experts that the Interactive Learning Module on the subject of Creative Products and entrepreneurship in High Schools and Vocational Schools is feasible to be used in learning Creative Products and Entrepreneurship in Vocational High Schools.

The paper discusses how the understanding of lecturers at University of Putra Indonesia YPTK Padang is related to the new literacy in the Industrial revolution Era 4.0 which is big data literacy, technology literacy, and humanity literacy which have recently been a basis in developing learning in universities and which help to accommodate graduates to be able to compete in the era of globalization. This research is done by qualitative approach, the sample is 35 university of Putra Indonesia lecturers in multi-disciplines. Triangulation is used to collect the data through interview, observation and documentation. Data are analyzed using the procedures proposed by Creswell. The finding explains that the lecturers’ understanding of the new literacy in Industrial revolution era 4.0 are generally low; those are in understanding of big data taxonomy analysis, enough understanding and application of technology taxonomy analysis, and has applied humanity literacy only limited to train critical thinking, creativity, collaboration, and communication yet inapplicable and less focus on enhancing competitive skills in the era of globalization. The research suggests the lecturers to do improvement independently and through campus support. They also need to be more applicable in implementing new literacy in the era of industrial revolution 4.0.

The importance of understanding mindsets to direct behavior in internet-based entrepreneurship is the effort in bringing entrepreneurial learning processes close to changes in entrepreneurial behavior. This study aims to determine the grouping of students’ mind sets in two growth and fixed categories, knowing the description of mind set content and internet entrepreneurial behavior in students, knowing the differences in internet entrepreneurial behavior based on student mindsets, knowing the correlation between mind set and internet entrepreneurial behavior, then know the contribution of mindset to internet entrepreneurial behavior. This research method with a quantitative approach, using a likert scale questionnaire instrument, the sample is students registered at UPI YPTK Padang in 2018/2019 academic year totaling 148 people, sampling from the population is done by purposive sampling technique, data analysis with percentage techniques in describing data, independent test sample t test for different tests, pearson correlation product moment analysis for testing the relationship of variables and the square of r for testing the contribution. The results of the analysis state that 45% of students with a fixed mind set and 55% with a growth mind set, students with a growth mind set have better internet entrepreneurial behavior with an average of 86.82%. Hypothesis testing states that there are differences in student internet entrepreneurial behavior based on personal mindsets, there is a fairly strong correlation between mind set with internet entrepreneurial behavior, with a contribution of 20.4%. It is proven that students with growth mindsets have higher behavior in internet entrepreneurial activities, therefore to increase the ability and interest of students in entrepreneurship must start from the approach to the correct mindset about entrepreneurship.

Kebijakan pemerintah terkait dengan perubahan mata pembelajaran TIK menjadi bimbingan TIK pada Kurikulum 2013 serta adanya fenomena penyesuaian pembelajaran dengan kebutuhan belajar abad21 menyebabkan munculnya permasalahan tidak optimalnya pencapaian tujuan bimbingan TIK. Penelitian ini adalah penelitian kualitatif, data diambil dengan teknik wawancara, observasi dan dokumentasi, dengan teknik triangulasi untuk menjamin data valid dan reliabel. Berdasarkan hasil penelitian dirumuskan adanya permasalahan-permasalahan yaitu kebingungan guru dan peserta didik menyesuaikan waktu pembelajaran yang semakin sempit, tidak adanya kurikulum bimbingan TIK yang baku  dan standar nasional, bimbingan yang diberikan harus menyesuaikan perkembangan kebutuhan belajar sesuai perubahan fenomena belajar abad 21, terdapat rumusan literasi baru era revolusi industri 4.0 untuk menjamin SDM yang dihasilkan berkualitas dan memiliki daya saing diera milenial.Tujuan penelitian ini adalah untuk menagalisis kebutuhan akan pengembangan modul bimbingan TIK berbasis literasi baru era revolusis indutri 4.0.

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