Ability to do problem solving will be greatly influenced by how the flow of thinking in decomposing a problem until it finds the root of the problem so that it can determine the best solution. There is currently a growing recognition around the world that all fields require a prerequisite ability, namely to think logically, in a structured manner, and use computational tools to rapidly model and visualize data. This ability is known as Computational Thinking (CT). In this study, the author applied the computational thinking key concept in a case study to train structured thinking in problem solving. Computational thinking key concept includes Decomposition, Pattern recognition, Abstraction, and lastly use algorithms when they design simple steps to solve problems. Based on our case study that has been model, the result shows us that Computational Thinking can be used to train structured thinking in problem solving in everyday life

This study discusses how integrating an e-learning to improved students competence in vocational school. This study was categorized as qualitative research that used case study approach. This research took place at one of Vocational High School and University in Special Region of Yogyakarta. The informants in this research were the expert technician of IT, lectures of IT/IS, teachers in SMK, and students in SMK. The data were collected through observation, in-depth interviews, and documentation. The technical analysis of the data referred to the analysis of Miles & Huberman interactive model, including data collection, data condensation, data display, and drawing and verifying conclusions. The result showed that: (1) teachers haven't been fully exploiting of e-learning to support adaptive learning in class, because they mostly haven't mastered of ICT and lack of supporting facilities; (2) e-learning used to upload course materials, some to create online quizzes, and discussions; (3) e-learning is used by young teacher or those who master of the ICT field and average in study program of ICT; and (4) governments and NGOs have provided an e-learning for schools, teachers, students, and other that they can use it for learning but few users use it.

Persons with disabilities have the same rights and responsibilities as citizens. Based on the 1945 Constitution Republic of Indonesia, article 31 paragraph 1 and Law Number 20 of 2003 concerning the National Education System, it can be concluded that the state provides full guarantees for Children with Special Needs to obtain quality education services. Many of the problems of inclusive learning that occurred during the Covid-19 pandemic, ranging from the unpreparedness of the school to various problems with environmental factors so that innovation was needed to overcome these problems. In this article, the author develops a prototype of a digital-based learning platform as a solution to facilitate inclusive learning for children with special needs.

This study aims to develop instructional design that include Ikigai concept to improve students High Order Literacy Skills competence in accordance to standard needed in industrial 4.0 era. Product development is done by Research and Development (R&D) Method with Akker procedure scheme. On the field of Informatic Education, our main concern is student that can be described as skilled programmer often have poor communication or collaboration skills with societies and vice-versa, student with good social skills often has poor technical skill. However, when the students have clear life-goal, those lack of social or technical skills are gradually improved. In this study, we cultivate student's intrinsic motivation by utilize Ikigai concept on teaching and learning activities. The result show that when the students have clear life-goal, those lack of social or technical skills are gradually improved. Furthermore, by properly using Ikigai as motivation template, it could be the most important factor that help eastern culture people achieve self-actualization.

<span id="docs-internal-guid-57cf7ea4-7fff-cb97-fd35-9171be281dcd"><span>Gamification is a game element but is included in non-game contexts because it is used as an effective motivational tool. The performance performed by using gamification becomes more attractive to users. The focus of the problem is determined by the researcher based on the field of education with the object of research being a homeroom teacher. Education standards at the level required by all stakeholders, especially learning assessment. The urgency of students who are entitled to an assessment from the teacher and easily known by the school and forwarded to parents. The approach taken with a qualitative study provides a more detailed explanation to homeroom teachers about problem solutions to place gamification in student learning assessments. Data were collected based on experiments with several homeroom teachers feeling and exploring media. The finding of homeroom responses who are very satisfied with gamification provides encouragement in entering students' grades in a fun way. From the results of the study, it can be concluded that the application of gamification strategies in which homeroom teachers conduct learning assessments triggers interest in fun characters, overcomes boredom with challenges and competition, gains new knowledge, and improves thinking skills to strengthen social interaction.</span></span>