Online learning is the key to the implementation of learning in the Covid 19 pandemic and the New Normal era. The purpose of this study was to determine the effectiveness of the e-learning course on subjects ‘Learn and Learning’ with Moodle-based for prospective teachers in Indonesia. This research was conducted using the Berg and Gail development method. The development instruments were validated by experts, and further product development was carried out in an integrated and simultaneous manner by the Higher Education Research Consortium Team (KRUPT) from Padang State University, Malang State University, Jakarta State University, Medan State University and Surabaya State University. This product is declared valid by the Expert, both in content, design and IT. Tests were limited during the Covid 19 pandemic and data collection was carried out online. Data collected in the form of an online questionnaire to student respondents (n = 40). Based on respondent questionnaire data, this product was declared to be very suitable for online learning, reaching 3.967 which indicated the highly acceptance level. Based on this research, it was concluded that e-learning products for subjects with learning and learning subjects could be widely used in the Educational Personnel Education Institution in Indonesia.

Learning in the Industrial Revolution Era 4.0 has shifted the role of learning teachers to confirm teachers. This research aims to analyze the acceptability of e-learning products in Educational Basic Courses (MKDK) of Education Professions for students at the Educational Institution (LPTK) in Indonesia. In this study conducted by the Borg and Gall development method, and the testing process is carried out online. Analysis of product feasibility using online questionnaires to 40 respondents. The result is an instrument of development declared valid by experts, both in substance material, learning design and information technology (IT). Based on the questionnaire score analysis, e-learning products have a high acceptance score, which is 3.88. This figure means that MKDK e-learning products in the Educational Profession have high feasibility, so they can be implemented for online lectures for LPTK students in Indonesia.

Learning in the industrial revolution era 4.0 and the Covid 19 pandemic period shifted towards digital and online learning. This research aims to analyze the Basic Educational Course (MKDK) elearning product for Student Development that was developed. The method used is mixed method research, qualitative and quantitative mixture. The development of e-learning products uses the Borg and Gall method, while validity and practicality are carried out by questionnaire analysis to respondents online. The instruments for product development and testing have been declared valid by Expert, both in content, design and IT. Based on data from respondents (n = 40), MKDK e-learning products have a high acceptability (3.84) and are appropriate to use. From the aspect of e-learning that was examined, the material portion or content substance had the highest yield, 4,215. Meanwhile, the evaluation aspect received the lowest score, which was 3,588. Based on this research, it was concluded that e-learning products for subjects with learning and learning subjects could be widely used in the Educational Institution (LPTK) in Indonesia.

The purpose of this research was to analyze the Merdeka Belajar Curriculum implementation in inclusive schools. The method used in this research was qualitative. Data collection techniques used were observation, interviews with 17 vice principals of academic affairs, and documentation. The analytical method used is data reduction, data presentation, and conclusion. The results of research showed that from 17 schools in DKI Jakarta, the implementation of Merdeka Belajar Curriculum in inclusive schools has not run optimally, such as special education teachers in inclusive schools were forced to become homeroom teachers, the application of the curriculum was still being segregated with the weight of subjects for students with disabilities being more in special classes than in regular courses, teacher competence regarding inclusive education curricula which was still inadequate, and there was no special education teachers who handled students with special needs in the implementation of Merdeka Belajar Curriculum in inclusive schools.