Case method learning as one of the learning methods applied at Nusa Cendana University aims to improve problem-based higher order thinking skills. This learning is generally carried out in the form of face-to-face, but in this study, the case method was applied using LMS. The purpose of this study is to examine how the implementation of case method learning is carried out using LMS media in Electrical Engineering Education students. The research method used in this study is descriptive qualitative using data collected on google form as many as 15 questions using a Likert scale and 5 essay questions that have been validated. The research subjects were 65 students in the Electrical Engineering Education Study Program. The results obtained are 61.15% of respondents know about the case method learning, 60.00% have applied the case method in the course, 50.77% have implemented the case method in over 7 meetings in 1 semester. In LMS all features are available including discussion rooms with clear learning steps in LMS, but still 54.62% of students have difficulty understanding case-based learning methods using LMS, according to respondents the application of LMS is much more effective in the face-to-face form than LMS, where 45.38% of students still have difficulty understanding the material using the LMSbased case method. The conclusions that can be drawn from this research, in terms of the facilities available in the LMS, it is very possible to apply the case method. The case method steps have been systematically arranged in the LMS and even discussions can also be facilitated, but it is not enough to accommodate the needs in problem solving when using the LMS, the application of LMS offline or face to face by respondents is much more effective than LMS, this is because students do not all understand the case method and are not used to learning based on the case method because in one semester the application of the case method is less than 50% of the entire meeting, students have difficulty understand the material using the case method in LMS-based learning because the use of the LMS is less than optimal in building discussions and also the limitations in conducting problem studies through web

The dynamics of the application of learning from time to time always changes according to the times and also certain situations. In early 2019, offline learning must adapt to online learning conditions due to the covid-19 pandemic that has hit the whole world. Online learning is carried out using various platforms, one of which is the Learning Management System (LMS). The aim of this study are: to analyze the implementation of online learning and LMS-based independent learning in Electrical Engineering Education students at Nusa Cendana University. The method used is descriptive qualitative using data collected on google form as many as 24 questions. The research subjects were 267 students in the Electrical Engineering Education Study Program. The results obtained by the lecturers are the key in fostering independence and learning success using LMS based on 6 indicators that provide the largest contribution, namely: (1). High authority, discipline, responsibility and commitment by 77.90%, (2). Good communication is 77.53%, (3) Supporting the Graduate Profile and CPL (Graduate Learning Outcomes) of Study Program is 76.03%. (4) Availability of RPS (Semester Learning Plan) of 75.66% (5) The suitability of RPS with study program curriculum is 74.53 (6). The learning method that encourages students to learn actively (independently) is 71.91%. The conclusion of this study, the role of lecturers is the key in growing independence and learning success using LMS.

Experiential Collaborative provides opportunities for students to learn more actively to work together in groups in order to achieve a goal. Self-efficacy reflects the level of confidence in executing certain tasks. The purpose of this research is to see the impact of group cooperative and self-efficacy on the technical skill, efficacy in this study include self-efficacy academic, social and emotional in which adaptation of instruments were developed [7] consisting 24 items with the lowest score of 24 and the highest score of 120 for categories of high self-efficacy and low selfefficacy. The subjects of this study were students of SMK Negeri 2 Kupang, class X with 40 students. Method in this research is quasi experimental with non-equivalent control group design. Technique for data analyze is Analysis of Variance. From Levene's Test of Equality of Error Variances shows that significant value is 0,892 and Tests of Between-Subjects Effects the value of significant is 0,994. From this result it shows the effect between experiential collaborative and self-efficacy on technical skills is significant.

This study aims to determine the extent of the impact of the skills and attitudes of Electrical Engineering students in relation to job opportunities in the business and industrial world. The method used in this research is descriptive qualitative research method. The subjects in this study were 70 students of Electrical Engineering Education who attended Industrial Practices. The results obtained in this study of 70 students, 64.29% managed to get good acceptance in the business world and industry and got a satisfactory score because they have competency skills which include the ability to work in teams, enthusiasm for following practice and initiative and attitude competence which includes willingness receive input and persistence, while 35.71% do not receive acceptance in the practice place and do not complete the industrial practice in the field is influenced by attitude factors including: 1). low self-discipline (44.00%), 2). low persistence of students (20.00%), 3). The ability to receive input from PKL supervisors for improvement towards a better direction (4.00%) and skill factors include: 1). The enthusiasm possessed in following the PI (12%), 2). The ability to work hard during PI (13.33%), 3). Able to work together in a team during PI (13.33%). From the results obtained, it can be concluded that the determining factor so that students can successfully follow practice and be well accepted in the business world and industry is to increase their enthusiasm for following practice and when doing practice there is a need for teamwork including being willing to accept input from supervisors essential needed in industrial practice.