Judul: Digital Transformation Model and Strategy in Vocational Higher Education
Abstrak: Vocational education stands out for its practical orientation complemented by relevant theoretical knowledge, distinguishing it from academic education which places greater emphasis on theory. Achieving the right balance between practical application and theory is vital for success in vocational education. Notably, hands-on training takes precedence, making vocational education a unique educational pathway. Using SEM, SSM, and ISM, the study delves into digital transformation strategies categorized into four main elements: Demand & Discovery, Learning Design, Learner Experience, and Work & Lifelong Learning. Each element encompasses critical components, signifying a holistic approach to enhancing vocational education. Demand & Discovery focuses on product strategy, marketing, enrollment management, and student recruitment, crucial for understanding market dynamics and student enrollment processes. Learning Design, pivotal in education, covers curriculum design, digital content creation, and teaching strategies, emphasizing engaging and effective learning experiences. Learner Experience encompasses various facets of the academic journey, including learning environments, support services, and assessment methodologies, highlighting the importance of a nurturing ecosystem. Work & Lifelong Learning centers around work-integrated learning, industry engagement, and lifelong learning pursuits, underlining pathways for seamless integration into the workforce. The proposed approach for Indonesian polytechnics' digital transformation is multi-faceted. It starts with establishing a tech-ready infrastructure through thorough technology assessment, strategic budget allocation, private sector partnerships, and pursuit of grants. Skill Empowerment follows, involving tailored training programs aligned with digital tools and continuous assessment of skill relevance. Internal proficiency, a vital aspect, focuses on providing resources and spaces for continuous development, along with a cultural shift towards hands-on learning and real-world application. Industry integration is promoted to enhance experiential learning, emphasizing open communication and industry advisory boards. Global collaboration and policy advocacy further strengthen the transformation process. Partnerships with international institutions, specialized training programs, and online platforms for professional development broaden educational horizons. Addressing limitations in applied master's and doctoral education is vital. Centers of Excellence and hybrid learning models complete the transformational framework. The Integrated Skill Development Ecosystem (ISDE) emerges as the solution to modern vocational education demands, aligning education with industry needs. It integrates real-world experiences, advanced technologies, and tailored learning paths to produce job-ready graduates adaptable to evolving industries. ISDE fosters collaboration between institutions and industries, driving continuous improvement. Implementing ISDE necessitates adapting curriculum, teaching methods, and digital integration, ultimately benefiting industries and producing a skilled workforce, thereby enhancing competitiveness. ISDE holds significant benefits for industries. Graduates possess industry-specific skills, reducing training costs and accelerating productivity. They are adept in the latest technologies, enhancing adaptability. ISDE encourages innovation, problem-solving, and collaboration, fostering a dynamic workforce. Strong partnerships with educational institutions lead to collaborative projects and research. Employing ISDE graduates provides a competitive edge, addresses skill gaps, and contributes to long-term industry growth and economic development. In summary, ISDE enhances vocational education quality, relevance, and effectiveness, benefiting both students and the broader economy.
Keyword: Digital Transformation, Interpretative Structural Modeling, Soft System Methodology, Structural Equation Model, U Theory, Vocational Higher Education

Judul: Brand Development Strategy of Digital Capabilities Training Services at Digital Academy Indonesia Telecommunication Digital Research Institute
Abstrak: Kementerian Badan Usaha Milik Negara (BUMN) bersama Indonesia Digital Learning Institute (DLI) Telkom menginisiasi program making digital talent yang bertujuan untuk menciptakan talenta digital. Penelitian ini bertujuan untuk menganalisis implementasi dan mengevaluasi program serta menyusun strategi pengembangan program untuk meningkatkan positioning, differentiation, dan brand DLI. Penelitian ini menggunakan Evaluation and Selection of Learning Resources: A Guide dalam mengevaluasi pembelajaran. Metode Net Promoter Score (NPS) digunakan untuk mengukur loyalitas dalam merekomendasikan brand. Konsep segitiga Positioning, Differentiation, Brand (PDB) digunakan untuk mengidentifikasi keunggulan bersaing dan mengembangkan brand. Hasil penelitian menunjukkan bahwa untuk meningkatkan brand jasa pelatihan kapabilitas digital perlu dilakukan strategi positioning dan differentiation dengan memperluas kolaborasi. Strategi pemasaran melalui social media campaign dan konten-konten yang menarik perlu terus dikembangkan untuk memperkenalkan brand DLI kepada target peserta., The ministry of State Owned Enterprises (SOE) with the Indonesia Digital Learning Institute (DLI) Telkom initiated a digital talent making program that aims to create digital talent. This study aims to analyze the implementation and evaluation of programs also development strategize to improve positioning, differentiation, and DLI brand. This study uses Evaluation and Selection of Learning Resources: A Guide in evaluating learning. Net Promoter Score (NPS) method to measure loyalty in recommending brands. The concept of the Positioning, Differentiation, Brand (PDB) triangle to have a competitive advantage and develop the brand. The research shows to improve the digital capability training service brand needs positioning and differentiation strategies by expanding collaboration. Marketing strategies through social media campaigns and interesting content need to be developed to introduce DLI brand to the target participants.
Keyword: capability training, digital talent, learning evaluation, training improvement, PDB triangle

Judul: Hematuria akibat asam jengkolat pada marmut (Guinea pig)
Abstrak: Asam jengkolat merupakan asam amino yang terdapat bebas dalam buah jengkol yang letaknya tersebar rata dalam buah jengkol, tidak tertimbun di bagian tertentu, ikut termakan bila memakan buah jengkol. Ganggguan keracunan jengkol berasal dari kandungan asam jengkolat yang terdapat dalam buahnya. Jumlah asam jengkolat yang ikut termakan tidak dapat dikurangi dengan cara menghindari memakan bagian-bagian tertentu dari buahnya. Penelitian ini bertujuan untuk menentukan adanya hematuria akibat asam jengkolat pada marmut. Asam jengkolat diekstrak dari buah jengkol tua dan segar. Ekstrak buah jengkol berupa serbuk kristal asam jengkolat yang berwarna putih diperoleh sebanyak 1,1117 g. Serbuk kristal asam jengkolat ini sebelum dicekokkan pada marmut dilakukan beberapa pengujian terlebih dahulu yaitu, uji ninhydrin, uji belerang, uji kromatografi lapis tipis (KLT) dengan eluen butanol, asetat, air dengan perbandingan 4: 1:1, dan uji kelarutan dalam air. Dari uji-uji tersebut terbukti bahwa, asam jengkolat memberikan reaksi yang positif dengan uji ninhydrin dengan memberikan hasil warna visualisasi coklat keunguan, membentuk endapan hitam PbS pada uji belerang, memiliki Rf sebesar 0,30 dan sulit larut dalam air dengan daya larut sebesar 1,02 g asam jengkolat dalam 1 liter air pada suhu 30°C. Kemudian serbuk kristal asam jengkolat ini dicekokkan pada marmut dengan berbagai dosis yaitu, 0, 1, 4, 8 dan 14 dosis standar (g asam jengkolat/ 100 g berat badan marmut). Penentuan hematuria akibat asam jengkolat dilakukan pada jam ke- 0. 1, 2, 3 sampai jam ke-8 dengan menggunakan mikroskop. Respon hematuria akibat pemberian asam jengkolat mengalami kenaikan dengan semakin naiknya jumlah dosis asam jengkolat, mulai dari dosis 1. 4. 8 dan 14 dosis standar jumlah eritrosit meningkat secara teratur, yaitu 19 eritrosit/LPB. 22 eritrosit/ LPB, 27 eritrosit/ LPB dan 37 eritrosit/ LPB. Pemberian asam jengkolat dengan dosis yang berbeda memberikan respon hematuria yang berbeda nyata (p<0,01) pada marmut. Kemudian rataan jumlah eritrosit (respon hematuria) meningkat tajam pada jam ke-4 untuk setiap dosis, dan mengalami penurunan pada jam ke-5 dan ke-6. Dari pemeriksaan urin secara mikroskopis terhadap adanya hematuria dan adanya kristal asam jengkolat memberikan nilai (p>0.01), artinya tidak ada asosiasi antara adanya kristal asam jengkolat. Ini menunjukkan bahwa kristal asam jengkolat bukan penyebab hematuria pada marmut yang diberi asam jengkolat.
Keyword: acid