The pandemic corona virus 2019 (COVID-19) has become an international concern and poses challenges to psychological resilience in all fields, one of which is education. Therefore an effective learning strategy is needed to deal with this pandemic. The purpose of this study was to survey students spread across various universities in Indonesia and Malaysia regarding e-learning systems conducted during the COVID-19 outbreak in Indonesia and Malaysia in 2020, e-learning systems starting from student knowledge about e-learning, planning elearning, implementing e-learning until evaluating e-learning activities. Data will be used for future reference. This research is a descriptive study with cross sectional approach. The Likert scale survey method is used with a total of 136 student respondents from tertiary institutions in Indonesia and Malaysia. The results of the analysis show that students know e-learning as a distance learning system in dealing with the current pandemic corona virus, 51% expressed agreement related to e-learning preparation, 38% stated neutral in e-learning planning and 68% stated neutral in evaluating the implementation of e-learning. Student assessment and good perception about e-learning play a big role in the implementation of learning with e-learning. E-learning has a positive impact and has become an alternative learning process for lecturers and students. Good preparation is needed in implementing e-learning so that e-learning activities can be carried out effectively. Interaction can be developed and limited conditions through face-to-face meetings can be answered through e-learning activities.

The scale of measuring academic resilience in a decade has experienced rapid development. Numerous instruments have been formulated by previous researchers, but it has not explicitly measured the academic resilience for preservice teachers. The purpose is to construct a new measure of academic resilience for preservice teachers, which consists of two stages: the validity and reliability of the instrument; and continued with differences in academic resilience for preservice teachers among the fields of social, science, and language. Measurement instruments were given to lectures (eight experts) and students (n=236) from various universities in Medan, Indonesia. The content validity used V-Aiken, and construct validity used confirmatory factor analysis; reliability using the interclass correlation coefficient and internal consistency reliability. The results show that the constructs of composure, commitment, control, coordination, empathy, perseverance, and adaptive have excellent and accurate validity and reliability to measure academic resilience. The findings are specific that there are significant differences in the academic resilience for preservice teachers among field of sciences. Researchers imply that they can use these instruments appropriate and responsive to academic resilience for preservice teachers highlighting among the sciences' domain so that future research can be carried out to explore these differences.

Literature in Education (LIE) is aimed at enhancing the pupils' linguistic competence by providing an early beginning to a foundation in literature and literary works. In 2006, the literature component was introduced to pupils in Malaysian primary schools through two programs: Contemporary Children's Literature (CCL) and Extensive Reading Program. The literature program is viewed as a vehicle to provide an early exposure to pupils on literary genres to enhance their understanding and appreciation of people's cultures, values, and traditions. The primary aim of this study was to evaluate the provision of support, resources, training, and time allocation in the implementation of children's literature among upper primary school teachers in Malaysia via the utilization of survey questionnaires, classroom observations and interviews. This study was conducted in a district in the state of Selangor. Samples of 56 upper primary school teachers from 19 schools were selected to answer the survey questionnaires. Interviews were conducted in one selected school in the District. The school was chosen based on the highest academic performance in the Malaysia Standard Examination for Primary Schools. Data were analyzed using SPSS version 19, and coded manually. Findings from survey indicated that 75% of the school management understand the objectives and goals of CCL in order to provide effective support to the program. Majority of the respondents (82%) agreed that the school management has allowed the English Language Department to manage its own expenses or resources for the program. Almost three-fourths (71.4%) * Siti Salina Mustakim is a PhD Scholar in Educational Assessment. She is at present a Visiting Fellow in Nagoya University, Japan. She has been a teacher of Teaching English as a Second Language (TESL) for eight years in secondary school before pursuing her PhD. UPSI (2011UPSI ( -2012. His research interests lie in leadership, curriculum and pedagogical development, inventive thinking, experiential learning, technical-vocational education (comparative study), gender studies, indigenous learning of minority groups (special needs students and Orang Asli-Malay Aborigines) and multicultural human resource development. E-mail: drramlee@yahoo.com Program in Malaysia of the respondents agreed that the provision of training and resources has produced capable and knowledgeable teachers to teach literature. However, the majority of the respondents (76.8%) disagreed that the time allocation provides sufficient time for them to fulfil the requirements of teaching two textbooks in a year. Interview data confirming the survey data reveal that the respondents were less satisfied with the time allocation to conduct their lesson for literature.

This study aims to describe the collaboration of schools and industry in planning student internship program, implementing student internship program, and evaluating student internship program. This study uses descriptive methods with a qualitative approach. Correspondents in this study include the Chairperson of the Student Internship Program, Vice Principal of Public Relations, Vice Principal of Curriculum, Tutor of Student Internship Program, and Industry Representatives. The technique of collecting data are done by interviews, observations, and documentations. Data analysis uses data reduction, data presentation, and conclusion. To maintain the validity of the data, this study uses triangulation data collection techniques and data collection sources. The results of the study show that; 1) planning of vocational student internship program starting from school preparation which includes preparation of cooperation and administration in the form of letters, Memorandum of Understanding, and application proposals for student internship program; 2) The implementation of vocational student internship program includes placement of students in industries that are in accordance with competencies in schools, submission of students to industry, guidance of students by tutor, monitoring of students during practices, and student pick up; and 3) Evaluation of vocational student internship program is carried out by the school and industry.

The Industrial Revolution 4.0 took place along with the rapid development of science and technology so that it spurred every line of life to be able to innovate optimally in facing the challenges of global competition and the emergence of new jobs. The purpose of this study is to develop learning models to provide integrated learning between vocational study programs through Model Interdisciplinary Thematic Learning (INTEL). This research carried out collaboratively by creating a special class collaboration model between 3 vocational study programs (Mechanical Engineering, Electronics Engineering, and Culinary) at the Malang State University Faculty of Engineering. The research method was conducted by research and development of interdisciplinary thematic learning models by taking the theme robotic culinary in Industry 4.0. There are 4 stages of development of INTEL Model, namely: 1) identifying technology in the world of work and student characteristics; 2) analysing instructional learning/competencies that students must have; 3) compiling a collaborative lecture strategy including making syllabus, lesson plans, and lecture modules; and 4) compiling evaluation and evaluation tools for learning implementation. The results of this study are expected to provide real experience in the work world; therefore, it will affect the improvement of competency skills of vocational education students. lectures are not conducted comprehensively with the collaboration, it will be very difficult to provide these