Education

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Open Access
Online Mental Health Survey for Addressing Psychosocial Condition During the COVID-19 Pandemic in Indonesia : Instrument Evaluation
(Dove Medical Press, 2022-01-18) Deni Kurniadi Sunjaya; Bambang Sumintono; Elvine Gunawan; Dewi Marhaeni Diah Herawati; Teddy Hidayat
Background: Regular monitoring of the pandemic's psychosocial impact could be conducted among the community but is limited through online media. This study aims to evaluate the self-rating questionnaire commonly used for online monitoring of the psychosocial implications of the coronavirus disease 2019 (COVID-19) pandemic. Methods: The data were taken from the online assessment results of two groups, with a total of 765 participants. The instruments studied were Self-Rating Questionnaire (SRQ-20), post-traumatic stress disorder (PTSD), and Center for Epidemiological Studies Depression Scale-10 (CESD-10), used in the online assessment. Data analysis used Rasch modeling and Winsteps applications. Validity and reliability were tested, and data were fit with the model, rating scale, and item fit analysis. Results: All the scales for outfit mean square (MnSq) were very close to the ideal value of 1.0, and the Chi-square test was significant. Item reliability was greater than 0.67, item separation was greater than 3, and Cronbach's alpha was greater than 0.60; all the instruments were considered very good. The raw variance explained by measures for the SRQ-20, PTSD, and CESD-10 was 30.7%, 41.6%, and 47.6%, respectively. The unexplained eigenvalue variances in the first contrast were 2.3, 1.6, and 2.0 for the SRQ-20, PTSD, and CESD-10, respectively. All items had positive point-measure correlations. Conclusion: The internal consistency of all the instruments was reliable. Data were fit to the model as the items were productive for measurement and had a reasonable prediction. All the scales are functionally one-dimensional.
Open Access
Measuring changes in hydrolysis concept of students taught by inquiry model : stacking and racking analysis techniques in Rasch model
(Elsevier, 2022-03-18) Lukman Abdul Rauf Laliyo; Bambang Sumintono; Citra Panigoro
This research aimed to employ stacking and racking analysis techniques in the Rasch model to measure the hydrolysis conceptual changes of students taught by the process-oriented guided inquiry learning (POGIL) model in the context of socio-scientific issues (SSI) with the pretest-posttest control group design. Such techniques were based on a person- and item-centered statistic to determine how students and items changed during interventions. Eleventh-grade students in one of the top-ranked senior high schools in the eastern part of Indonesia were involved as the participants. They provided written responses (pre- and post-test) to 15 three-tier multiple-choice items. Their responses were assessed through a rubric that combines diagnostic measurement and certainty of response index. Moreover, the data were analyzed following the Rasch Partial Credit Model, using the WINSTEPS 4.5.5 software. The results suggested that students in the experimental group taught by the POGIL approach in the SSI context had better positive conceptual changes than those in the control class learning with a conventional approach. Along with the intervention effect, in certain cases, it was found that positive conceptual changes were possibly due to student guessing, which happened to be correct (lucky guess), and cheating. In other cases, students who experienced negative conceptual changes may respond incorrectly due to carelessness, the boredom of problem-solving, or misconception. Such findings have also proven that some students tend to give specific responses after the intervention in certain items, indicating that not all students fit the intervention. Besides, stacking and racking analyses are highly significant in detailing every change in students’ abilities, item difficulty levels, and learning progress.
Open Access
Analisis kesahan kandungan instrumen kompetensi guru untuk melaksanakan pentaksiran bilik darjah menggunakan model rasch pelbagai faset (content validity analysis of an instrument to measure teacher’s competency for classroom assessment using many facet rasch model)
(Penerbit UKM, 2022-05-01) Rosyafinaz Mohamat; Bambang Sumintono; Harris Shah Abd Hamid
Kesahan kandungan instrument adalah penting bagi memastikan item-item yang dibina berupaya mengukur perkara yang sepatutnya diukur dan membincangkan sejauh mana item mewakili kandungan yang dimaksudkan. Kajian ini bertujuan menguji kesahan kandungan Instrumen Kompetensi Guru untuk Melaksanakan Pentaksiran Bilik Darjah (IkomGuruPBD) dengan menggunakan analisis Model Rasch Pelbagai Faset (MRPF). IkomGuruPBD terdiri daripada 56 item yang dibina berdasarkan 3 konstruk utama iaitu Pengetahuan PBD, Kemahiran PBD dan Sikap terhadap PBD. Reka bentuk kajian adalah kaedah tinjauan kuantitatif dengan pendekatan penilai berganda (multirater) menggunakan soal selidik IkomGuruPBD yang telah diedarkan kepada 12 orang panel pakar. Setiap pakar perlu menentukan tahap persetujuan mereka tentang kesesuaian setiap item dengan menggunakan skala Likert 3 mata terhadap tiga aspek penilaian bagi setiap item. Dapatan menunjukkan antara kelebihan MRPF adalah boleh menentukan tahap ketegasan penilai dan konsistensi penilai, juga mendapati dapatan respon luar jangkaan. Walaupun setiap penilai diberi instrumen, aspek penilaian dan kategori skala yang sama, namun MRPF boleh membandingkan tahap ketegasan secara individu bagi setiap penilai. MRPF juga boleh mengesan kualiti item untuk membantu pengkaji mengenal pasti item yang baik dan item yang lemah untuk ditambah baik. MRPF mempunyai kelebihan untuk memberikan maklumat yang lengkap mengenai ciri psikometrik bagi IkomGuruPBD yang diuji.
Open Access
Rater Severity in Measuring Teachers’ Competency in Classroom Assessment
(Academic Inspired Network (AIN), 2022-06-30) Rosyafinaz Mohamat; Harris Shah Abd Hamid; Bambang Sumintono
Many Facet Rasch Model (MFRM) provided more honest information on the validity of the judgement process by considering the factors of raters’ variability and estimating the ratee abilities without depending on the severity or leniency of raters. The multi-rater method produced a more stable and precise assessment and has higher reliability than the self- assessment method. However, the raters have different characteristics that can influence their severity level when evaluating the ratees. This study aims to investigate the effect of gender and job position on rater severity when assessing teachers’ competency in Classroom Assessment (CA) by using MFRM. The instrument consists of 56 items built based on three main constructs; knowledge in CA, skills in CA, and attitude towards CA. This study used a quantitative multi- rater approach using a questionnaire distributed to 262 raters to assess 100 ratees. Raters’ severity levels form four categories based on the logit measure value. There are no significant mean differences between the rating of male and female raters. Similarly, there is no significant mean difference between the rating based on job positions held by the raters.
Open Access
Improvements and Setbacks in Women's Access to Education: A Case Study of Afghanistan
(Universitas Islam Internasional Indonesia Press, 2022-06-30) Kayen, Hazrat Shah
Afghanistan has struggled poorly regarding women’s education since modern education was brought to the country. Over the last 26 years, women have experienced ups and downs in their access to education in Afghanistan. This study explores women’s access to education in Afghanistan across three different regimes. It was found that women across all three rules have had limited access to education given the diverse culture of the country; cultural restrictions, insecurity, lack of adequate school equipment, and distant school locations were identified as the leading causes behind women’s reduced access to education. Recently, the country experienced another overthrowing of an established government that had helped get 40 percent of women into learning spheres between 2001 and 2021. Now, Afghan women face immense uncertainty about their education in the future, even though the new Taliban regime promised to provide equal access to education. In this research, alongside other barriers to women’s entry to schooling, social and cultural ideologies were also uncovered, which have mainly hindered women’s access to education across the country.
Open Access
Pesantren, the COVID-19 Pandemic and Digital Transformation : A Global Development Perspective
(Universitas Islam Internasional Indonesia Press, 2022-06-30) SupriyonoPesantren, the COVID-19 Pandemic and Digital Transformation: A Global Development Perspective
Scholarly debate on Islamic education lingers in a system that is often criticized for its reluctance to accept any forms of modernization, and this present study tries to prove the opposite. By exploring the dynamics of pesantren (Islamic boarding school) as an Islamic educational institution in coping with distance learning during the COVID-19 pandemic, this study observes the digital transformation made by pesantren during the time of the pandemic, and examines if this indicates development as per the concept of Sustainable Development Goals (SDGs). While SDG 4 suggests that the adoption of the Internet and computers is essential and becomes an indicator of quality education, locally it is debated whether the utilization of digital technology is compatible with pesantren values. Yet, this study argues that the pandemic situation—which requires distance learning—has forced pesantren to compromise in utilizing digital technologies. Different responses are made by pesantren depending on their institutional types: traditional, semi-traditional-modern, and modern. But significant improvement is reflected in how they have used digital technologies before and during the pandemic; either in their main pedagogical practice, or virtual study of yellow books (Kitab kuning), or in institutional and administrative matters. The discussion focuses on how—despite incompatibility in their values—digital adaptation could determine pesantrens’ survival and viability in the twenty-first century, by reflecting on how they survived the crisis during post-colonial times. In this case, not only does pesantrens’ digital adaptation satisfy the fulfillment of basic needs as in SDG 4, but it also helps them connect with the outside world, and further engage on issues within other SDGs. Overall, the study supports scholarly discussion on the resilience of faith-based education; that, despite the predicted collapse, it still manages to survive and adapt to modernity and development.
Open Access
Strategy in Teaching Reading Comprehension of Descriptive Texts : A Literature Review Perspective
(Scientia Integritas Utama, 2022-08-19) Mashur
English is an international language that can be used to support human needs in doing communication and interaction. In improving communication skills, students were required to have the ability in comprehension of a reading such as a descriptive text. Through reading activity, students got information, experiences and actions from the text. Moreover, the habit of reading would help students a lot in gaining new words and phrases to use in daily conversation. To have the ability, the student taught reading comprehension used KWL strategy. KWL strategy stands for Know-Want to Learn/Know-Learned. This strategy has three basic cognitive steps, namely accessing what the students Know, determining what the students Want to learn, and recalling what the students did Learn as a result of reading. In process of reading comprehension using KWL strategy involved prior knowledge, knowledge of text structure, and active search information. In this study, the researcher used a literature review in analyzing the applications of KWL strategy from various references and the study found that the KWL strategy was effective in teaching reading comprehension of English descriptive text. It also can improve the classroom atmosphere in teaching English for EFL learners.
Open Access
Education Sector COVID-19 Response Plan and Its Implication on Inclusive Education in the Gambia
(Language Center of Universitas Teuku Umar, 2022-09-23) Barrow, Abdou
During the early hours of 2020, COVID -19 terrorized the world by forcing many countries to close their borders and restrict internal movement by imposing a state of national emergency which was geared toward lockdowns for months in some areas for years. The Gambia was not an exception to this trajectory and one of the sectors heavily stroked by this lockdown was education. As a result, “the Ministry of Basic and Secondary Education (MoBSE)” designed a Response framework to curb learning loss across the country. This study aimed to analyse the policy and describe the implication it has on inclusive education. The qualitative research method was used imploring the interpretive approach in the analysis. Despite the nobility and ambitiousness of the policy, the findings from the analysis revealed that the policy had a serious blind spot in the area of inclusion because many children are left out because of their inability to access the mediums where lessons are delivered. Many households in rural Gambia did not have a stable electricity supply or even own a television or radio set, therefore it was impossible for children in these communities to benefit from the program. In addition, children with special needs are also excluded particularly does who are visually or hearing impaired.
Open Access
Intercultural Communication between Indonesian and international students at Universitas Padjadjaran
(Fakultas Ilmu Komunikasi, Universitas Padjadjaran, 2022-10) Abdul Qayoum Safi; Susanne Dida; Kayen, Hazrat Shah; Shafiq, Khatol
Extensive cultural exchanges between ethnicities in the global environment are inevitable, Indonesia included, especially in Educational Institutions. This study aims to evaluate the cross-cultural interaction between Indonesian and International students who enrolled in the same academic environment at Universitas Padjadjaran. It examines cultural distinctions between Indonesian and International students, lecturers, and academic staff. A qualitative approach with case-study methods on cross-cultural communication between Indonesian and International students at Universitas Padjadjaran is applied in this study. The data is collected through interviews with 26 participants, 13 international students of KNB Scholarship 2021, 10 Indonesian students studying at different faculties, and three academic staff at Universitas Padjadjaran. This paper discovered several cultural elements, which are languages, fashion, and cuisine variations, that lead to the development of the international students learning process. In the first year, international students struggle with the cultural gap during their studies. However, they dealt with communication issues through several methods and strategies for an international student to adjust to local culture from the culture shock they experienced at the beginning of their academic journey.
Open Access
The tribal education in Indonesia : Detribalization challenges of Samin tribe
(Cogent OA, 2022-11-16) Abdul Kholiq; Agus Mutohar; Bambang Sumintono
The exclusion of certain tribes in an educational system can be best understood from the context of national educational policy. The new national education policy in Indonesia causes the exclusion of minority tribes such as Samin community in Indonesia. This study investigates how the National Education law (SISDIKNAS) was implemented, the position of minority groups in the national education system, and the outcomes of the implementation of the national education system for minority groups. This study incorporates the qualitative method to describe the phenomenon that occurs within the minority groups. The results show that some articles of SISDIKAS indicate the detribalization of ethnic minority communities. This research is limited because of its site and scope; therefore, further research can be carried out on Samin community in responding to government policies with a broader research site and scope to produce more comprehensive analysis.
Open Access
Child Marriage and Its Impacts on the Education of Girls in the Rural Gambia : Focus on Niani District
(Universitas Islam Internasional Indonesia Press, 2022-12-28) Barrow, Abdou; Bah, Yahya Muhammed; Sanneh, Mbassi
Twenty-one percent of young women married before the age of eighteen. Approximately 650 million girls and women are married before their 18th birthday (UNICEF, 2020, 2021). States member of the United Nations, through its Sustainable Development Goals, has committed to ending child marriage globally through laws, legislation, and other means. Though the practice of child marriage is declining globally, it remains prevalent in Africa and Asia, particularly in the Gambia. This study looks at the impact of child marriage on girls' education in rural Gambia and the factors that encourage it. The researchers conducted qualitative case study research through documentation, Focus Group discussion (FGD), observation, and interviews to collect data. The study's findings indicate that child marriage has negative impacts on girls' education in rural Gambia. This reveals the fact that the percentage of girls enrolled in schools, especially high school, is lower than boys. Girls also face more difficulties than boys to complete, retain and transit to secondary or higher education. This leaves them with no future and excludes them from social or economic advantages. The factors that encourage child marriage are included: religion, poverty, culture, lack of meaningful opportunity, older men's desire for younger women to marry, and the failure of law enforcement. These factors mentioned repeatedly perpetuate the practice of child marriage, and undermine the educational opportunities for the majority of girls in the Niani district of Gambia. Therefore, the researchers recommend that the Gambian government enforce the existing laws and regulations to protect children’s fundamental rights and put into practice the necessary regulations on the prohibition and elimination of this phenomenon.
Open Access
The Complexities of the Mother's Role in Providing Early Childhood Learning Experiences for Children with Developmental Delays
(Universitas Islam Internasional Indonesia Press, 2022-12-28) Popi Rosepti
The mothers’ role in bringing up children with developmental delays seems to be challenging. Problems when they decide to access occupational therapy to help their children’s development have been revealed. Therefore, this study aimed to explore the common complexities that mothers experience while taking their children to occupational therapy as a rehabilitation program to deal with developmental delays. As well, it also describes mothers’ personal efforts in tackling those complexities. Five semi-structured interviews were conducted with eight mothers and Colaizzi’s method was used to analyze the data as proposed by the phenomenological approach. The results reveal that mothers experience complexities when their children are diagnosed as having developmental delays. These include sadness and shock, panic and confusion, and guilt. Other difficulties include time management, cost demands, and support systems related to the therapy process. In tackling those complexities, mothers need to build their capacity for self-efficacy and self-empowerment as well as try to accept their children’s condition and to change habits as recommended by therapists. Not only describing the phenomenon, this study also analyzed some developmental screening tests applied in different countries to come up with new models of preventive actions in Indonesia.
Open Access
Indonesian and Tunisian Constitutional Frameworks : The Impact on the Development of Higher Education Curriculum
(Universitas Islam Internasional Indonesia Press, 2022-12-28) Mariam Ulpah
Education has a critical role in the development of a new generation of individuals. It all depends on the constitutional frameworks and norms around which educational institutions and educational praxis are founded, and education is one of the tools to maintain national identity. The quality of education cannot simply be measured by the percentage of GDP spent on education. According to the World Data Bank, Tunisia spends 26.63 percent of its budget on education, while Indonesia spends only 20.50 percent. However, this does not guarantee that the quality of education in Tunisia is higher than in Indonesia due to the cultural and constitutional framework disparities between the two countries. The aim of this study is to compare the higher education curricula in Tunisia, which was developed from the French secular, or laicite, system, with that in Indonesia, which is founded on the ideology of Pancasila. Moreover, this study aims to analyze how the laicite system and Pancasila ideology have an impact on higher education curriculum design. The method used is a qualitative approach with a comparative case study analysis. Data was obtained from interview sessions with policy makers on curriculum as well as from the handbooks of curriculum in the Faculty of Culture at Indonesia University and the curriculum of the Faculty of Humanities and Social Sciences at Tunis University and focuses on the learning method and outcomes, as well as other journal and mass media pieces that are relevant. The data shows that disparities between constitutional frameworks and ideological contrasts between Pancasila and the laicite system have a significant impact on the religious component of the curriculum development process. In Tunisia, in particular, the curriculum has yet to achieve the government’s goal of developing critical consciousness. In Indonesia, the curriculum is based on the process model design, while in Tunisia, it is based on the product model design.
Open Access
Cultivating Children’s Social Awareness in The Multicultural and Diverse Community : A Perspective From Empathetic Teaching
(Department of Social Science , IAIN Syekh Nurjati Cirebon, 2022-12-30) Popi Rosepti
The multicultural and social diversity urge children to build social awareness skill which drives them to consciously aware of specific range of social experience from a specific point of view. In educational setting, this becomes a concern because children spur into cultural diversity in their daily life so that teachers take a role to facilitate them with the ability to adapt with the situation. One of the ways in meeting the issue is through implementing empathetic teaching which is a concept of teachers showing their compassion to students. Therefore, the main framework of this study is to elaborate the concept and investigate further how empathetic teaching can allow teachers to cultivate social awareness to their students in the perception year. The originality of the paper lies in offering a conceptual framework of empathetic teaching through mapping the main relevant literatures and identifying and engaging with the central theoretical issues while suggesting a perceptual framing of classroom setting in childhood education. By analyzing the data using content analysis, the findings reveal that empathetic teaching practiced by teachers can be beneficial to build children’s social awareness through having good perception on their exposure to the surrounding. This also allows them to have an ability to adapt in the diverse community by appreciating differences to promote a social peaceful life in this contemporary world.
Open Access
The role of school leadership in improving the quality of teaching and learning : the case study of the Gambia's basic and secondary education
(Universitas Islam Internasional Indonesia, 2023) Barrow, Abdou; Didin Syafruddin; Lukman Nul Hakim
Quality in education has been the central tenant in most educational policies in the globe, including the Gambia. Thus, leadership has been perceived as a critical agency for ushering in that quality through various means. As a result, scholars in education and related fields have extensively explored the parallel between the two, including this study. Hence this thesis investigates the role of school leadership in improving the quality of teaching and learning, focusing on the Gambia’s Ministry of Basic and Secondary Education as a case. Schools in the lower basic category under this ministry were selected as participants hoping to understand leadership at the elementary level. The study aims to contribute to leadership discussion in the educational leadership discipline by providing Gambian context. Given that school leadership in connection to teaching and learning needs to be studied more in the Gambia, I hope to add to the existing literature on leadership through this thesis. I hope to provide a context for MoBSE on the nature of school leadership in elementary schools and how it relates to teaching and learning. In addition, I propose a framework that could help school leaders in their quest for school improvement. Furthermore, the study adopts a multidisciplinary approach using a sociological lens to explore the case. In doing so, I viewed schools as a social system encompassing agents and structures. As a result, I used the Realist social theory to guide the analysis process. This theory enables the researcher to explore the interplay between agency and structure (structure and culture). In light of this, the study used a qualitative research approach based on a case study design in order to investigate and provide comprehensive information on the context and dynamics of school leadership in the chosen primary schools. A purposive sampling technic was used to carefully select the participating schools in this study in consultation with the Regional Education Directorate Five South. The directorates database was accessed to identify performing and underperforming schools in the region using NAT and BTA as a yardstick. Furthermore, various data collection method was used, including interview, focus group discussion, observation, and document review. These methods allow me to comprehensively explore school leaders' and teachers’ experiences, perspectives, and practices in relation to teaching and learning in the selected schools. To analyze the data collected from the above sources, the study adopts thematic analysis to identify and interpret key themes connected to school leadership and its contribution to teaching and learning. Based on the evidence gathered through different data sources, I came up with the following conclusion. First, school leadership contributes immensely to improving quality teaching and learning coupled with the involvement of relevant stakeholders like SMC, mothers’ clubs, parents, and RED through cluster monitors. This suggests that, despite leadership having the potential to improve quality in the instructional process, they will be limited if they exclude the above mention partners in the process. Second, professional development is essential to equip teachers with more sophisticated and advanced pedagogies for improved instructional processes. Schools offering regular and required professional development opportunities have registered success in their instructional practices, eventually resulting in better performance. Third, organizational structures developed by the leadership were more helpful in addressing existing structural and cultural problems, while those inherited could not effect meaningful changes. Finally, several factors informed the leadership orientations and decision-making process of leaders in the participating schools, including cultural, social, and religious. Given that the study includes only four schools using a qualitative approach as the investigative method, the study’s findings are limited to the participating schools. Therefore, the study’s findings cannot be generalized, which is considered one of the limitations of this study. As a result, I recommend that future researchers use more generalizable methods to provide a broader context to the subject. This could be done by choosing a more diverse sample; preferably, a quantitative approach would suffice. By adopting a quantitative approach, they could take samples across the board and examine leadership roles relating to teaching and learning. Yet still, if they wish to maintain a qualitative approach, I recommend adopting an ethnographic method. This will give them more time to directly observe the participants to gather in-depth information for more relatable conclusions.
Open Access
Principal's leadership styles in implementing non-academic programs : a case study of a private senior high school in Indonesia
(Universitas Islam Internasional Indonesia, 2023) Dhian Sintapertiwi; Charyna Ayu Rizkyanti; Nina Nurmila
Education field has shown great interest in the scope of school leadership. Many education stakeholders begin to see the figure of the school principals as a determinant of the success of a school. However, school success is not easy due to the multilayered roles and challenges that principals face daily. One of the principals’ priorities is to fulfill the students’ needs. In practice, academic achievement is not the only thing that students concern. Particularly at the senior high level, completing school is not the only thing in students’ minds. Students begin to think about their future after graduation. Numerous life choices have the potential to be a heavier burden such as thinking about what to do after school, worrying about university, and wondering about career. In this regard, non-academic programs that emphasize selfpotential development at school play an important role. In Indonesia, the non-academic programs provided for self-potential development purposes at all levels of education are stated in the Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia (Permendikbud) No. 62 Year 2014 for extracurricular and No. 111 Year 2014 for Bimbingan Konseling (BK). The way principals implement the school programs can be seen in how they adopt leadership styles. Even though leadership styles sound familiar as principals’ daily practice, a deep understanding of this topic is still lacking. Moreover, not much research has been shed on the topic of school non-academic programs. This study aims to (1) Find out the non-academic programs provided by the school to support students’ needs (2) Explore the leadership style practiced by the principal to running the non-academic programs provided by the school to support students’ non-academic needs. (3) Explain the principal’s strategies in overcoming the challenges faced by the school in implementing the non-academic programs, and (4) Elaborate the efforts that can be carried out by the principal to improve the ongoing leadership style for the non-academic school programs’ improvement in the future. This study employed a Qualitative case study approach. The participants in this study were one school principal, one curriculum assistant, one Bimbingan Konseling (BK) teacher, one extracurricular coordinator, one student, and one parent from one selected private senior high school in Depok, Indonesia. Semi-structured interviews, school activity observations, and school document analysis were conducted to collect data. The data was analyzed thematically through several steps such as getting familiar with the data, generating the codes, constructing the themes, reviewing for any possible themes, naming the themes, and producing the reports. The findings from this study showed: (1) Extracurricular and BK are non-academic programs provided in the school which consist of programs that are held outside the classroom learning hours, programs that highlight noncognitive outcomes, and programs that uphold Multiple Intelligence (MI), (2) The principal at the selected school adopted the Participative leadership style in running the extracurricular program and the Laissez-faire (Delegative) leadership style in running the BK program, (3) The principal applied a tiered support system to overcome the constraints and weaknesses of the extracurricular and BK programs at the selected school, and (4) The principal’s initiative to enrich knowledge regarding the two non-academic programs emerged as the theme for improving the current leadership style in the selected school of this study. Based on the above findings, this study recommends further exploration of principals’ leadership styles in implementing non-academic programs at varied levels of education since students at different levels of education have different needs.
Open Access
Exploring student's perspectives on the benefits and challenges on the adaption of the Internet of Things : a case study in an Indonesian University
(Universitas Islam Internasional Indonesia, 2023) Cut Manda Sari; Destina Wahyu Winarti; Bambang Sumintono
The 21st century is a century characterized by a vision and mission that emphasizes technology applications in organizing human activities. Currently, many Indonesian universities have begun to integrate, incorporate and adopt the IoT applications and devices into their academic programs. However, there are limited scientific discussions and research on IoT implementation in education within Indonesian University pose an opportunity for further exploration and advancement in this area. This study aims to address this gap by investigating students' perspectives on the benefits and challenges of IoT implementation in higher education, specifically, the research focuses on a university that have integrated and utilized IoT to support students in their academic processes. This research utilized a qualitative case study design to conduct a comprehensive analysis of students' perspectives on IoT applications. The survey findings indicate that students express a significant level of satisfaction with IoT services in terms of benefits such as quicker access to resources and improved research and learning experiences. The adoption of smart boards in classrooms enhances learning effectiveness and creates a dynamic environment. Students recognize the importance of technological fluency and a digital mindset and appreciate user-friendly interfaces. owever, challenges include the lack of clear guidelines, unstable internet connectivity, and system errors. Furthermore, students also recognize the importance of technological fluency and the development of strong technical skills to adapt to the advancements in technology. Students also highlight the positive impact of IoT on classroom management, collaborative learning, and skill development. IoT devices contribute to an easy and efficient learning process, sparking curiosity and motivation. IoT tools improve academic tasks, access to information, and overall achievements. While some challenges exist, personal exploration, peer assistance, and attending workshops help overcome them. Expectations revolve around comprehensive education, improved system quality, and expanded IoT integration. In conclusions, it is recommend adopt a technology system that facilitates the assessment of these perceptions. By using a technology system, organizations can collect data and insights from staff IT members through surveys, interviews, or other feedback mechanisms.
Open Access
Exploring the implementation of the new literacy policy in primary schools in Indonesia a case study
(Universitas Islam Internasional Indonesia, 2023) Asep Ropiudin; Charyna Ayu Rizkyanti; Tati Lathipatud Durriyah
Nurturing literacy skills in the early years has been extensively studied and demonstrated to contribute to children's success in the later stages of life. The importance of literacy invites government initiatives to provide research-based literacy programs at schools. However, most of literacy reform initiatives reported to have many issues. While similar literacy initiatives have been massively implemented globally, the literature suggests the issues range from the formulation to the implementation process. Therefore, the more comprehensive approach to see the literacy policy is needed to understand the complexity of the process. This study aims to explore the implementation of literacy policy in the context of Indonesian primary schools. The research questions focus on understanding the factors influencing the formulation of the literacy policy, the conceptualization of literacy in policy documents, and how teachers implement the literacy policy, including their knowledge and perception, their practices, and the challenges they encounter when implementing the policy. Since the study is explorative in nature, this study utilizes a qualitative case study design. The data collection method includes document analysis of policy documents related to the current literacy policies, semi-structured interviews with policymakers, and questionnaire and semi-structured interviews with teachers. The data were analyzed using the thematic analysis method. The finding from the study reveals the historical context and factors leading to the formulation of the current literacy policies in Indonesia. Besides, how the conception of literacy intersects with the current literacy research was presented by analyzing the policy documents. Finally, the study highlighted teachers’ practices and discussed the unintended consequences related to inequity in access to knowledge and resources. While the government has prioritized literacy to be embed across curriculum in Indonesian primary schools, teachers’ challenges need to be addressed to ensure successful implementation.
Open Access
Gender, female principalship, and student's achievements : a case study of a female principal leading an Islamic school
(Universitas Islam Internasional Indonesia, 2023) Difa Mahya Zahara; Didin Syafruddin; Nina Nurmila
The hegemonic masculinity that perpetuates the larger educational leadership culture persists to this day, making it important to understand the kind of gender construction that is working for existing female leaders, especially in the context of Islamic schools. However, these constructs also need to be understood for their implications on educational practices, such as on students' achievements. Indeed, there have been few studies that highlight these three elements of the gender of the principal, leadership, and students' achievements despite their interrelatedness. Therefore, this study seeks to explore how gender construction facilitates female principalship in an Islamic school and the implication for students' achievements. The study applies the post-structuralist feminist theory of Gendered Educational Leadership as will become clear how an Indonesian private Islamic school discursively presents the gender of the female principal. This study employs a qualitative case study of the leadership of a female principal at Al-Wahid Islamic Elementary School (pseudonym) in light of feminist perspectives. In collecting the data, observation, interviews, and analysis of documents were conducted for triangulation. Meanwhile, the data analysis is done through thematic analysis. The findings show that (1) gender concept in the Islamic school indicates binary construction of the ikhwan and akhwat categories reflected through school facilities, regulation, and social interaction. (2) Within this context, the acceptable ideal female principal is someone who performs both masculine and feminine leadership styles. In practice, the female principal also accordingly performs masculine and feminine styles. However, the overall evaluation by school members seems to stabilize it to be exclusively feminine. This masking is revealed as rooted in the essentialist view of gender and feminization of the elementary school level and its leadership position. (3) Finally, the implication is found to be central to how the principal and school members approach students' achievement issues; how the principal approaches students' achievements with a socioemotional emphasis, how the school members downplay the female principal's role in promoting students' achievements, and how there are discernible gender differences in students' achievements. Therefore, this study indicates the need to be more critical and aware of possible bias in evaluating the performance of female leaders. Further research is recommended to explore more than just one case of a female principal in this issue or on a different level of education, such as in secondary or higher education. Finally, incorporating more of the perspective of students as those who benefit from the issues of achievement is also encouraged. Keywords: Gender, leadership, female principal. gendered educational leadership, students' achievements. Therefore, this study indicates the need to be more critical and aware of possible bias in evaluating the performance of female leaders. Further research is recommended to explore more than just one case of a female principal in this issue or on a different level of education, such as in secondary or higher education. Finally, incorporating more of the perspective of students as those who benefit from the issues of achievement is also encouraged.
Open Access
Exploring the head of the foundation's leadership practices in optimizing teachers' performance at islamic private school
(Universitas Islam Internasional Indonesia, 2023) Dwi Asih Prihatin; Bambang Sumintono; Lukman Nul Hakim
Dual authorities govern the education system in Indonesia: The Ministry of Education, Culture, Research, and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA). These distinct authorities significantly influence the leadership structure that governs the school system, particularly in managing educational units through foundations. This study focuses on a privately-owned Islamic institution operating under the auspices of the MoECRT. This study investigates the leadership practices of the head of the foundation in Islamic private schools and the impact on optimizing teachers' performance. The main focus lies in identifying and analyzing the leadership practices, strategies, and mechanisms employed by the foundation's leader to enhance teaching and learning practices in Islamic private schools. This qualitative study was conducted at one Islamic Private School in Indonesia. The researcher utilized a case study approach, conducting open-ended interviews and observations to gather information related to the research questions. Thematic analysis was employed to analyze the collected data. The present study incorporated four different leadership styles: Directive, Supportive, Participative, and Achievement-oriented, as delineated in the theoretical framework. The findings of the study indicate that the person in the top leadership position within the foundation demonstrates a prominent Directive leadership style, as observed through the daily interactions with his subordinates. This leadership style is distinguished by a dominating attitude in decision-making and guiding subordinates. Additionally, this study provides insights into the effects of internal and external encouragement on the teachers' teaching and learning process, as facilitated by the head of the foundation. Finally, it examines teachers' perspectives regarding the overpowering engagement of the head of the foundation. It is essential to note that the findings of this study do not aim to determine whether one leadership style is better or worse than others. Each leadership style has its strengths and weaknesses, and its implementation should be tailored to the context and organizational needs. This study offers practical implications for enhancing teacher effectiveness, developing leadership skills, and fostering a positive educational environment. Furthermore, it is expected to contribute to the advancement of Islamic education by promoting continuous improvement and adherence to Islamic principles and values.