Dissertationen zum Thema „Indonesian Primers“
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Mariana, Neni. „Transforming mathematics problems in Indonesian primary schools by embedding Islamic and Indonesian contexts“. Thesis, Mariana, Neni (2017) Transforming mathematics problems in Indonesian primary schools by embedding Islamic and Indonesian contexts. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/36854/.
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The most recent version of the Indonesian national curriculum requires teachers to embed cultural and religious values into all subject areas, including mathematics. This requirement poses a great challenge for mathematics teachers and their advisors in a multicultural nation such as Indonesia. As a mathematics educator in an Indonesian university, one of my key roles is to advise teachers of primary school level mathematics how to meet this challenge. This thesis constitutes an investigation into the question of which values I can and should draw on given my complex religious and cultural identity as a Muslim and an Indonesian.
To address this research question, I designed an integrative auto|ethnography within a multiparadigmatic research design space. This approach enabled me to explore how my religious and cultural identity governs my professional praxis as a mathematics educator while excavating the history of mathematics curriculum and Islamic schools in Indonesia. During this inquiry, I conducted interviews with experienced teachers and other key education stakeholders in Indonesia. While writing stories of my participants’ experiences, the narrative method of writing as inquiry enabled me to make visible the process of my own critical self-reflection as a mathematics educator and to express my subjectivity through poems and imagery.
As a result of this inquiry I consider myself to be a mathematics educator who holds religious and cultural identities and am committed to taking action to continue this self-discovery in my professional praxis, as well as to empower others. As an Indonesian, I have come to realise that my cultural identity has been formed by acculturating religious and local cultures. As a Muslim, I no longer believe in the dichotomy of Islamic and mathematical knowledge; rather, I recognise their concepts as having a harmonious relationship. As a mathematics educator, I will enable my fellow mathematics teachers to reflect on their religious practices and understandings. I conclude that Islamic, Indonesian and International (3Is) mathematics can sit side-by-side as contexts for mathematics problems, without one being dominant over the others.
Keywords: Islamic and Indonesian contexts in mathematics, Indonesian mathematics curriculum, integrative auto|ethnography, multiparadigmatic research design.
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Sulfasyah. „Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/602.
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This study focused on the interpretation and implementation of the Kurikulum Tingkat Satuan Pendidikan (KTSP) in primary schools in Makassar City, Indonesia. The KTSP is a school-based curriculum which was introduced in 2006 and became compulsory across Indonesia in 2009. The main purpose of the study was to explore teachers‟ interpretation of the KTSP in relation to teaching writing to Year 2 students; to investigate how these teachers implemented the KTSP when teaching writing; and, to identify factors that influenced their interpretation and implementation of the KTSP in relation to writing. The teachers‟ interpretation and implementation of this new curriculum were assessed through the lens of six key concepts taken from the KTSP. These included student-centred learning, active learning, the role of the teacher as a facilitator, students‟ interaction as a means of promoting learning, assessment for learning and a thematic approach to learning. This study emerged from an interest in understanding the processes and outcomes of curriculum reform that would inform effective implementation of existing and future curricula in Indonesia.
This study utilised a mixed method approach with two phases of data collection, in which the Researcher collected quantitative data in Phase 1, followed by qualitative data in Phase 2. In Phase 1, 61 Year 2 teachers from 29 primary schools in Makassar City, Indonesia, completed a questionnaire about their interpretation and implementation of the KTSP in writing classes and identified factors that influenced their interpretation and implementation. In Phase 2 of the study, 10 of the 61 teachers were selected. Qualitative data were gathered from these teachers through classroom observations, informal discussions at the end of each observed lesson and post-observation interviews. In addition, the teachers‟ writing syllabi, plans of the observed lessons and students‟ writing samples from the observed lessons were collected and analysed to provide additional evidence of the teachers‟ interpretation and implementation of the KTSP in writing. This added depth to the quantitative findings.
The study found that the teachers‟ interpretation and implementation of the KTSP in relation to writing appeared to reflect a traditional view of learning, despite the intent of the KTSP to move away from this approach to teaching and learning. The teachers‟ existing knowledge and understanding of the KTSP, their limited pedagogical practices, apparent lack of relevant professional development and their classroom contexts appeared to mitigate against changed practice. In addition, the nature of the expected competencies for writing in Y2, which were very narrow and skill-based, coupled with the teachers‟ even narrower interpretation of them, appeared to reinforce their traditional teacher-centred method of teaching. As a result, the majority of writing activities were teacher directed and restricted to low level writing skills, with an emphasis on handwriting and the use of basic punctuation. Assessment was also based on these low level skills and students were only required to achieve proficiency in the given competencies.
This study identified three key issues which emerged from the findings and have implications for curriculum change. The first is that effective implementation of a new curriculum at the classroom level is very challenging if teachers do not have both adequate knowledge and working conditions to meet the demands of the new curriculum. In-depth and ongoing learning and support for teachers about all aspects of the new curriculum is a crucial element of effective curriculum change. The second issue relates to the potential conflict between the learning outcomes and the underlying philosophical and pedagogical perspectives that inform new curricula. The apparent dichotomy between the prescribed competencies and the constructivist approach to teaching and learning was extremely difficult for the teachers in this study to interpret and implement. In new curriculum frameworks, that determine both outcomes and the underlying philosophical and pedagogical practices, there is a need to ensure a match between these central elements of curriculum.
The third key issue highlighted by the study revolves around the problematic nature of importing a Western-based philosophy of teaching and learning directly into a significantly different context, without recognising the cultural and educational dissonance existing between the two cultures.
Failure to address these three aspects at both the macro-and micro-level will encourage the teachers to retain their old practices and thereby lead to superficial change.
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Kaluge, Laurens. „Some factors related to educational attainment in Indonesian primary schools“. Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020330/.
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As a part of the research tradition on school effectiveness in a developing country, this study focusses on cognitive aspects of educational attainment in Indonesian urban state primary schools. The main aim of this thesis is to identify factors at pupil, classroom and school level associated with pupil academic attainment and progress. Stratified random sampling was used to obtain a sample of 5118 pupils from 60 primary schools. In each school three upper grades (4-6) were selected, with their 180 class teachers and 60 headteachers. As a longitudinal survey, data were collected through questionnaires and school archives. Taking pupil prior year attainment as baseline, multilevel statistical techniques were used on assessments at the end of the school year to examine factors related to pupil, classroom and school levels which were related to pupils' attainment a year later. The results of this study showed some similarities and differences of predictive factors at different levels of analyses and variations across the grades. The proportion of total variance in pupil attainment for language at the school level ranged from 14 to nearly 23 per cent. In mathematics the school influence was larger (range 20 to 29 per cent of the variance was explained by the school). Pupil's gender and age, father's occupation, teacher's age, and the frequency of school meetings appeared to be significant negative predictors for certain attainment and grades. However, father's and mother's education, home language, books and newspapers at home, teacher's gender, in-service training in mathematics, teacher-gender proportion were significant positive predictors for certain attainments and grades. The most and least effective schools for each subject and grade in terms of residual estimates from the multilevel analysis were also identified. The issue of consistency in effects was examined both in relation to the two subjects and across grades. The findings contribute to current knowledge of Indonesian primary school effectiveness.
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Sofendi. „The effects of groupwork on mathematics attainment in Indonesian primary schools“. Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10021973/.
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The purpose of this study was to investigate the effects of pupils working in small groups on Mathematics attainment of year-three pupils in ten public primary schools in Palembang, Indonesia. In the intervention group, pupils carried out Mathematics exercises by discussing and helping each other in mixed ability groups while those in the comparison group did the Mathematics exercises individually. This study used a non-equivalent control group design. To investigate the effects of the differences in classroom pedagogy, Mathematics test had to be devised and its validity and reliability established before the intervention research could be carried out. Children and teachers in the intervention and comparison groups were as similar as possible. In addition, short questionnaires for teachers and intervention group pupils were also administered to obtain their views about the new classroom pedagogy. Differences on pupils' Mathematics attainment were investigated by assessing the pupils at two time periods: pre-test (at the beginning of the term) and post-test (at the end of the term). The views of teachers and intervention group pupils were collected at the end of the term. The main data analysis was conducted to assess the contribution of pre-test scores, intervention/comparison group, gender and school to children's post-test scores. The views of teachers and pupils were sought as part of postintervention evaluation. This study found that the pre-test was highly predictive of the outcome. After controlling for pre-test scores, children in the intervention group scored significantly higher than those in the comparison group. There were no gender differences but there were variations in the effectiveness of individual schools. All intervention group teachers reported that the pupils learned more Mathematics under the intervention and most of them would use the method for future teaching practice. In addition, most of intervention group pupils liked to work in the small groups, liked to help each other and believed they learned more Mathematics in the small groups.
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Soemartono, Endang Sutartinah. „A study of subject omission in the spoken language of Indonesian primary school children aged 6 to 12 in Jakarta“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1337.
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This study investigates the occurrence of subject omission in spoken Indonesian spoken as a first language by primary school children in grades one to six and aged between six and twelve years in Jakarta. It also investigates the developmental stages of subject omission, and the effects of age, gender and degree of formality on the occurrence of empty or null subjects. Since the acquisition of language is ongoing during the students' primary schooling, this study also considers how null subjects in Indonesian may have an impact on learning and teaching at school. The omission of subjects occurs independent or matrix and in main clauses, and in coordinating and subordinating clauses in four types of sentences of basic, compound, complex, and compound-complex sentences. Developmental stages in subject omission, the setting or with whom the students are speaking, age and gender have a statistically significant impact on omission of subjects especially in independent, matrix and in the main clauses. Age and gender have no impact on the omission of subjects in the coordinating clauses of the compound sentences, in the subordinating clauses of complex sentences, and in the coordinating and subordinating clauses of the compound-complex sentences. Clauses where subject omission occurs here include indeendent basic sentences, the first or matrix clause in a compound sentence, the main clause in a complex sentence, and in the first clause of coordinate or subordinate clause in a compound-complex sentence. The similarities in the omission of subjects are that students omit subjects more when they speak with the researcher than with their peers, except for coordinating clause subjects in the compound-complex sentences. Overall subject omission decreased in independent basic clauses, in the first or matrix clauses of compound sentences, and in the main clauses of complex sentences as the students become older. However, subject omission in the coordinating and subordinating clauses in the compound-complex sentences increases. The main focus of the present study is the omission of subjects in main clauses since in the formal adult written Indonesian there is no omission of the subject in this position. This fact may have an impact on learning and teaching in that there is a decrease in their omission of independent, matrix or main clause subjects as they become older and use more formal language in writing.
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Fauzan, Ahmad. „Applying realistic mathematics education (RME) in teaching geometry in Indonesian primary schools“. Enschede : University of Twente [Host], 2002. http://doc.utwente.nl/58707.
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Susanta, Agus. „Professional learning for teaching mathematics through problem solving in Indonesian Primary Schools“. Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/947.
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This study focused on teacher professional learning about problem solving in the context of selected Indonesian primary schools. Professional learning was conducted via a Lesson Study Cycle. Teachers’ learning was judged in terms of their mathematical content knowledge, and pedagogical content knowledge in relation to teaching using a problem solving approach. Other aims of the project were to identify any changes in beliefs about teaching held by the participant teachers, and to identify and describe elements of Lesson Study that were effective in developing and supporting teacher learning in this Indonesian context.This project used case study as an analytical method to provide an in-depth perspective based on extensive data collection. The participants in this study were twelve upper grade primary school teachers who came from an inner city area and a suburban area in Bengkulu, Indonesia. Five of the twelve teacher participants acted as volunteer teachers and these were reported and described in-depth as case studies. Data collection in this study involved classroom observations, interviews with teachers, Lesson Study Group Meetings, video recording of classrooms, field notes, and an analysis of documents. Data analysis used grounded theory with inductive analysis to identify emerging themes from the accumulated data that were developed from interview transcripts, field notes, report records, observation, and reflection. Triangulation in data gathering was achieved through the use of multiple data sources.The findings from this study showed that Lesson Study brought changes in teachers’ pedagogical content knowledge and mathematical content knowledge, and also teachers’ beliefs about teaching. Reflection during Lesson Study for five volunteer teachers indicated that four teachers were not confident, and only one teacher was confident in teaching with observers in the classroom. Results suggested that the use of manipulatives and open problems were new teaching ideas for both teachers and the students. The teachers had not had much experience in using manipulative problems. They changed to become aware of the fact that manipulative problems could be used to help students with understanding concepts. Also, more open problems were used as a new approach by all teachers. There was a small change from traditional teaching to the use of less teacher directed work in classrooms.The teachers showed less change in mathematical content knowledge than in pedagogical content knowledge. Nevertheless, they were building mathematical content knowledge by connecting resources with learning. Lesson Study improved the teachers’ knowledge of teaching mathematics using a problem solving approach in that they changed from a traditional approach to one where problems were developed. The study has implications for teacher professional learning as it shows that teachers can develop pedagogical content knowledge and mathematical content knowledge through the use of a Lesson Study process that develops learning communities. This in turn aids their planning of programs based on improved problem solving for their students.
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Koto, Irwan. „Indonesian primary school science in practice : challenges between the intended and implemented curriculum“. Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/2485.
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This study investigated the educational practices in urban and rural primary school science classrooms of Bengkulu province, Indonesia. Directed by six research questions, the study focused on the implementation of the School Based Curriculum, which resulted in increasingly greater responsibility at the school level in implementing the curriculum. In this study, the refined typology curriculum representations proposed by van den Akker (2003) was used to identify and explain any discrepancies between the intended and the implemented curriculum.To achieve the research aims, the study was conducted in two stages and used two research methods. The first stage scrutinized any observed discrepancies between the intended and implemented Indonesian primary school science curriculum through critical reading of the official curriculum documents and the analysis of the syllabus and lesson plans produced by teachers. The results of the document analysis are summarised in terms of five selected curriculum components. To some extent, for instructional strategies the observed discrepancies between the intention and the actual practices ranged from small in urban schools to intermediate in rural schools; material and resource discrepancies ranged from small in urban schools to large in rural schools. In terms of rationale and content, there were no observable discrepancies between the intended and implemented curriculum. However, large discrepancies were observed between the intended and the implemented assessment in both urban and rural school clusters.The second stage of the study involved investigations of the perceptions of 647 primary school teachers in relation to the new curriculum and the perceptions of 159 primary school students in terms of their classroom learning environment using the questionnaire as a research method. The teacher questionnaire was developed and validated with a sample of 367 primary school teachers. The questionnaire has high reliability and convergent validity to measure the ways in which teachers perceived their implementation of the new curriculum, particularly with regard to learning activities and the teachers’ role, syllabus design, student assessment, learning material, and professional development. The results confirmed that no statistically significant differences were found across the scales with data analysed by gender or years of implementing though a statistically significant differences were observed in three scales across three different educational attainment groups. The results of interviews, used to investigate teachers’ and superintendent’s perception of the curriculum in more depth, suggested that teachers and superintendent possessed different perceptions of the intended curriculum as expressed in their preferences towards curriculum metaphors.This study also reported that cross-validation results for an Indonesian-language version of a modified form of the My Class Inventory (MCI) questionnaire and its use in investigating the nature of the science classroom learning environment. In total, 611 primary school students participated in this study to develop and validate the Indonesian version of modified MCI. The results of this study were statistically summarized as three assertions. First, the instrument has a satisfactory factor structure for a refined three-scale version of the MCI assessing satisfaction, friction and cohesiveness. Also each scale displayed satisfactory internal consistency reliability and discriminant validity and was able to differentiate between perceptions of students in different classes. Second, there were statistically significant differences between students’ perception of the actual and preferred learning environment, with students tending to prefer a more favourable classroom learning environment than the one which they actually experienced. Finally, overall students in rural schools possess perceptions slightly more favourable than the students in urban schools for all three scales.It is intended that the findings of this study can provide practitioners in the field with significant information for comprehending the present state of educational practices in urban and rural primary school science classrooms of Bengkulu province; the opportunities to question and rethink the challenges faced by teachers to implement a new curriculum in their classrooms. By providing validation for teachers’ perceptions on the new curriculum, this study has provided the local or central government with instruments that can be used to assess how the teachers adopt, adapt and implement the new curriculum in their classrooms. Moreover, this research could be practically valuable for gathering information that may guide primary school teachers to improve the nature of the science classroom learning environment.
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Pardjono, [none], und mikewood@deakin edu au. „The Implementation of student active learning in primary mathematics in Indonesia“. Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
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Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms.
A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack one or more of these aspects, it seemed likely that Student Active Learning principles might not be fully implemented in Indonesian primary mathematics classrooms. Thus a smaller scale, parallel study was carried out in Australian schools where there is no policy of Student Active Learning, but where its underlying principles are compatible with the stated views about learning and teaching mathematics.
The study employed a qualitative interpretive methodology. Sixteen primary teachers from four urban and four rural Indonesian schools and four teachers from two Victorian schools were observed for four mathematics lessons each. The twenty teachers, as well as fourteen Indonesian headteachers and other education professionals, were interviewed in order to establish links between the background and beliefs of participants, and their implementation of Student Active Learning. Information on perceived constraints on the implementation of SAL was also sought.
The results of this study suggest that Student Active learning has been implemented at four levels in Indonesian primary mathematics classrooms, ranging from essentially no implementation to a relatively high level of implementation, with an even higher level of implementation in three of the four Australian classrooms observed. Indonesian teachers, headteachers and supervisors hold a range of views of SAL and also of mathematics learning and teaching. These views largely depended on their in-service training in SAL and, more particularly, on their participation in the PEQIP project Typically, participants expressed views of SAL were at the same or higher level as their views of mathematics learning and teaching, with a similar pattern being observed in the relationship between these latter views and their implementation of SAL principles. Three factors were identified as influencing teacher change in terms of implementation of SAL: policy, curricular and organisational, and attitudes.
Recommendations arising from this study include the adoption of reflection as an underlying principle in the theory of SAL, the continuation and extension of PEQIP type projects, changes in government policy on curriculum coverage and pre-service teacher training, and more support for teachers at the school and local authority levels.
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McIntosh, John A. „Primary documents in Reformation theology for Batak theological students a class syllabus /“. Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Iskandar. „EFL curriculum implementation in primary schools in South Sulawesi Province in Indonesia“. Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1010.
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This mixed-methods study investigated South Sulawesi primary EFL teachers’ understanding of and attitudes towards the National Curriculum Framework (NCF), the basis of school curriculum development. It explored its influence on teachers’ teaching methods and the impact of EFL status as Local Content (LC) subject on their teaching. It revealed that teachers have an understanding of the NCF, most adhered to it, their methods complied with the recommended approach, and were aware of LC requirements.
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Armanto, Dian. „Teaching multiplication and division realistically in Indonesian primary schools a prototype of local instructional theory /“. Enschede : University of Twente [Host], 2002. http://doc.utwente.nl/58710.
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Nusantari, Hani. „Understanding of marine environments and sustainability by primary school children in lombok, indonesia“. The University of Waikato, 2008. http://hdl.handle.net/10289/2327.
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ABSTRACT Seagrass beds, mangrove forests and coral reefs as a part of marine environments play an important role in the coastal regions. These environments support the coastal communities by providing resources such as food and income. For many years, marine environments have been facing destruction the majority of which is caused by human impact. The lack of knowledge of how to use and manage the marine resources wisely and sustainably is one reason why marine environments are still facing degradation. Primary school children who live in two coastal villages in Lombok Island, Indonesia were questioned about their conceptual understanding of their local marine environments and their ideas about sustainability in these environments. Using an interpretive methodology framework, children and their teachers from Grades 5 and 6 in two primary schools in coastal villages, and elders in the villages were studied and. The data gathered from the children through questionnaires and interviews, and from teachers and elders through interviews. Quantitative and qualitative analysis was used to analyse this data. The children's experiences in their marine environment appear to have strong connection with their knowledge. Their knowledge also developed by interaction with the people in the communities. Children value their local marine environment as a place that provides food for them and their parents teach them to respect it. Long traditions such as dumping waste in the beach or sea has an impact on children from fishing families and creates a contradiction between the positive values they have and negative attitudes they act on. The children are not taught environmental education in the schools since it is not a compulsory subject and teachers lack knowledge about the marine environment. Teachers and elders feel the importance of teaching about the marine environment to their children to give them the knowledge and ability to use the marine resources in sustainable way. For children who are a part of coastal communities, learning about their local marine environment should be made a priority to so they have basic knowledge and understanding in using the marine environment in sustainable ways. Marine environmental education should not only educate children in formal school but also educate people in the communities. The coastal communities as a whole should be working together to achieve the aims of education and conservation. Additionally, the school as a whole needs to support the implementation of marine environmental education.
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Puspitasari, Hanni Prihhastuti. „Secondary Prevention of Cardiovascular Disease in Primary Health Care: the Role of Australian and Indonesian Pharmacists“. Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14335.
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This PhD project was designed to explore the scope of Australian and Indonesian community pharmacists’ activities and the determinants of their scope of practice in supporting CVD secondary prevention. In-depth, semi-structured interviews were conducted with community pharmacists in New South Wales (NSW) Australia (n=21 ) and in East Java Province, Indonesia (n=20). The findings of the Australian interviews were used to develop a survey instrument that was pilot-tested with 85 NSW community pharmacists. The revised survey instrument was mailed out to a random sample of 1,350 Australian community pharmacies. The scope of Australian community pharmacist practice in CVD support ranged from medicine information provision only to comprehensive support. The determinants of their practice comprised: “people”, “environment” and “outcome” factors. CVD support is likely to be provided if community pharmacists strongly believe that this is part of their scope and if their pharmacies have adequate infrastructure and employ sufficient numbers of pharmacists with appropriate and relevant knowledge and skills. The majority of Indonesian participants did not consider that they have a role in CVD support. There is a need for coordination across health, education and governance sectors to enhance pharmacists’ practice in chronic disease management in the primary health care setting.
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Liando, Nihta V. F. „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
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Anjara, Sabrina Gabrielle. „A study of two models of primary mental health care provisions in Yogyakarta, Indonesia“. Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289729.
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Background The World Health Organization (WHO) defines health as a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity. Despite its importance, mental health provisions are often limited. In 2015, Indonesia had only 773 psychiatrists for 250 million residents. This shortage of specialist mental health professionals is shared by most Low- and Middle-Income Countries (LMICs) and is reflected in the Treatment Gaps in this region indicating the very small proportion of people who receive adequate mental health care for their needs. While the median worldwide Treatment Gap for psychosis is 32.2% (Kohn et al., 2004), in Indonesia it is more than 90%. Experts suggested integrating mental health care into primary care, to help bridge this gap (Mendenhall et al., 2014). The systematic introduction of the World Health Organization Mental Health Gap Action Programme into primary care clinics across Indonesia and the presence of a 15-year-old co-location of Clinical Psychologists in Yogyakarta province's primary care clinics presented an opportunity to assess the clinical and cost-effectiveness of both frameworks. Methods This research ("the trial") set out to develop an approach, and then implement it, to compare the adapted WHO mhGAP framework with the existing specialist framework within primary mental health services in Yogyakarta, Indonesia, through a pragmatic, two-arm cluster randomised controlled non-inferiority trial. This design enabled an examination of patients derived from whole populations in a 'real world' setting. The trial involved two phases: a pilot study in June 2016 with the objectives to refine data collection procedures and to serve as a practice run for clinicians involved in the trial; as well as a substantive trial beginning in December 2016. The 12-item General Health Questionnaire (GHQ-12) was established as a 'fairly accurate' screening tool using a Receiver Operating Curve study. Using the GHQ scoring method of 0-0-1-1, a threshold of 1/2 was identified for use in clinical setting, i.e. the context of the trial. The primary outcome was the health and social functioning of participants as measured by the Health of the Nation Outcome Scale (HoNOS) and secondary outcomes were disability as measured by WHO Disability Assessment Schedule 2.0 (WHODAS 2.0), quality of life as measured by European Quality of Life Scale (EQ‐5D-3L), and cost of intervention evaluated from a health services perspective, which aimed to determine the clinical effectiveness and cost-effectiveness of both frameworks at six months. Results During the recruitment period, 4944 adult primary care patients attended 27 participating primary care centres. Following screening (n=1484) and in-depth psychiatric interviews (n=394), 174 WHO mhGAP arm and 151 Specialist arm participants received a formal diagnosis and were recruited into the trial. The number of required participants per treatment arm, to provide statistical power of 0.80 and statistical bilateral significance value of 0.05 was estimated to be 96. A total of 153 participants of the WHO mhGAP arm and 141 of the Specialist arm were followed-up at six months, representing 90.8% of all participants diagnosed. At follow-up, 82% (n=126) participants of the WHO mhGAP arm indicated they had attended at least one treatment session during the trial, significantly more than in the Specialist Arm (69%; n=97), 2 = 7.364, p=0.007. The WHO mhGAP arm was proven to be statistically not inferior to the Specialist arm in reducing symptoms of social and physical impairment, reducing disability, and improving health-related quality of life at six months. Cost-effectiveness analyses show that the Specialist arm was dominant for a unit of improvement in patient outcomes at six months. While the framework is more expensive for the Health System, participants in the Specialist arm were found to have larger improvements. Conclusion Given that both frameworks yielded positive patient outcomes, there is no immediate need to increase the absolute number of specialist mental health professionals in community psychiatry (i.e. replicate the specialist framework outside Yogyakarta). As most psychologists and psychiatrists in Indonesia reside in large cities, the current systematic roll-out of the adapted WHO mhGAP framework might address the need to strengthen non-stigmatising mental health care within community contexts, reflecting the preferences of primary care patients. In districts or provinces which could afford the additional cost, however, the Specialist framework was shown to be better at improving patient outcomes than the adapted WHO mhGAP framework. Existing resources for specialist care can be arranged in a hub-and-spoke (step-up care) model where higher-level interventions are provided for those with greater needs. The proposed model would free-up resources for advanced clinical training of the specialist workforce in key areas of need while keeping specialist services accessible. Trial Registration This trial has been registered with clinicaltrials.gov since 25 February 2016, NCT02700490. Ehical Standards Full ethics approval from the University of Cambridge, UK was received on 15 December 2015 (PRE.2015.108) and from Universitas Gadjah Mada, Indonesia on 14 April 2016 (1237/SD/PL.03.07/IV/2016). A condition of ethics approval from the University of Cambridge is that the investigator is covered by indemnity insurance and that participants are insured for the period of their participation. This was provided by the University of Cambridge Trial Insurance Office (609/M/C/1510). Ethics approval from all the clusters was not required as each cluster (Puskesmas) is a local GP surgery which does not have its own ethics committee. Instead, approval to conduct research at the province of Yogyakarta including all five districts: Kota Yogyakarta, Sleman, Gunung Kidul, Kulon Progo, Bantul Districts was obtained from the Provincial Government Office (070/REG/V/625/5/2016) following ethics approvals. Written consent to participate was obtained from clinicians taking part as well as all patient-participants.
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Farmasari, Santi. „Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school“. Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205615/1/Santi_Farmasari_Thesis.pdf.
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This qualitative instrumental case study analyzed the manifestations of teacher agency through one complete cycle of a School-Based Assessment (SBA) practice of English in a primary school in Indonesia. Through an ecological approach, this study indicates that agency is influenced by teachers’ past experiences, perspectives and beliefs, and the school’s cultural, structural, and material conditions; some of which are enabling and constraining teacher agency. A problematic relationship between agency and sound language assessment in terms of validity, reliability and fairness was revealed. Actions to be taken by national policy makers, the school, the SBA practitioners, and teacher educators are recommended.
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Meshkaty, Azadeh S. „Determinants of gender gap reduction in educational attainment a study of primary education in Indonesia /“. Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646197275/viewonline.
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Suprawati, Maria Magdalena Nimas Eki. „Stories for primary-aged Indonesian students and their potential to introduce children to the importance of effort toward challenges“. Thesis, Suprawati, Maria Magdalena Nimas Eki (2019) Stories for primary-aged Indonesian students and their potential to introduce children to the importance of effort toward challenges. PhD thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/49229/.
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This research examined the potential of written stories as educational materials that can serve to introduce children to the importance of effort in the first years of formal education. It is grounded on well-established associations between children’s effort and academic success as well as literature indicating that stories can potentially modify children’s behaviour.
The empirical research, conducted in Indonesia, comprised three independent but related studies. Study 1 analysed a corpus of stories recommended for Year 1 and Year 2 Indonesian children, in order to identify the nature of effort toward challenge depicted in these texts. Using a combination of content and structural text-based analysis, it was found that self-initiated individual effort in the face of challenge was emphasised to a lesser extent than culturally valued behaviours such as accepting difficult situations without trying to change them, as a representation of accepting God’s will (Indonesian: nrimo), and aiding others who are affected by challenges.
Study 2 explored qualitatively how four Indonesian teachers acknowledged effort-related themes depicted in two stories they presented in class. Important differences were found among teachers, with one teacher simply reading the text without any discussion and three overtly addressing themes emerging from the stories. Effort-related themes and persevering in the face of challenges were not among the most important themes but rather, themes consistent with cultural expectations such as friendship and caring for others.
Finally, study 3 investigated children’s understanding of the stories their teachers (Study 2) told in class. The analysis of children’s responses to a story recall task showed that the hardest theme for children to recall was the main character’s effort while the easiest one was the story’s outcome. Children’s recall also differed across teacher groups, suggesting that the activation of cultural schema through teachers’ talk may be a variable associated with children’s understanding of the themes depicted in the stories.
Using not only literature in educational and developmental psychology but also embedding contextually sensitive information to interpret the findings, this research has provided evidence of the potential of stories available at school to introduce not only effort-related themes but also other themes that are consistent with curricular and broader societal expectations for young Indonesian children.
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Karea, Syahrial. „Indonesian secondary-trained EFL teachers teaching English to primary-age children: A study of motivational factors and EFL teaching knowledge“. Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/51ec3e6ea2cd42bc4f4397fae43c5f03523106a671fcb1bce841ec2e129b8a20/4090745/201605_Syahrial_Karea.pdf.
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Indonesia has employed secondary-trained EFL teachers to teach English to children since the EFL program was introduced in primary schools in 1994 (Suyanto, 2004). Many EFL teacher educators in Indonesia have debated the employment of these teachers in primary schools because they were prepared to teach English to secondary school students; it has been assumed that their educational background is not relevant to undertake the teaching task at the primary level. The research investigated motivational factors that have brought secondary-trained EFL teachers in Indonesia to choose the EFL teaching profession and to teach English to children in primary schools, and analysed the EFL teaching knowledge these teachers used to work with children in primary classrooms. The overarching questions of the study are: “What motivational factors have led secondary-trained EFL teachers to teach English in primary classrooms?” and “How do these teachers approach the work of EFL teaching in primary classrooms in Indonesia?” The study used a qualitative research approach underpinned by interpretive phenomenology (Heidegger, 1962; van Manen, 1997) to understand the motivational factors and the EFL teaching knowledge of the participants. Interpretive phenomenology supported the researcher’s interest in the experience of secondary-trained EFL teachers working in primary contexts in Indonesia. Thirteen participants from nine primary schools in Jambi City, Indonesia were chosen to participate in the study. The participants were interviewed and their practice was observed...
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Chetelat, Lois J. (Lois June) Carleton University Dissertation Anthropology. „The role of the traditional birth attendant in the delivery of primary health care in Central Java, Indonesia“. Ottawa, 1986.
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Adityarini, Hepy. „An examination of the suitability of a pluricentric model of english language teaching for primary education in Indonesia“. Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1337.
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The study examined the suitability of a pluricentric model of ELT, which accommodates local varieties of English, for primary education in Indonesia. The majority of participants in the study strongly supported the adoption of a pluricentric model of English language instruction. However, whether their positive attitudes would affect ELT pedagogy was not clear, since there were many complex issues impacting on the adoption of this approach in Indonesia.
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Suwaryani, Nanik. „Policy analysis of education provision for disabled children in Indonesia : a case study of eight primary schools in Kecamatan Jatiwulung“. Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020569/.
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This thesis is about the exclusion of disabled children in the education provision at the primary school level in Indonesia. Although the net enrolment rate for children aged 7-12 in primary school had reached 94 per cent in 2000, over 30 per cent of them could not complete their sixth grade. Disabled children are amongst the groups of children who have the highest potential not to complete school. Many of them have never even attended schools. This thesis aims to investigate why and how disabled children are excluded from the school system in Indonesia. A case study design is selected as the methodological approach to investigate how and why most disabled pupils are excluded from the provision of primary education in Indonesia. Data were collected through interviews with head teachers and teachers from eight primary schools located in Kecamatan Jatiwulung as well as with officials at the Ministry of National Education and the Provincial and District Education Offices to acquire perspectives about existing policies and their implementation strategies. Analysis of the findings suggests that disabled children are excluded not only from mainstream schools but also from the education system at large. The failure of education policies that is indicated by the lack of clarity and inconsistency is one of the main factors contributing to that exclusion. Another factor is the poor dissemination of policy. To move towards inclusion, there is a need to change the current policy documents which do not take into account disabled children's right to attend mainstream schools. Community awareness campaigns, providing ongoing support and developing practical guidelines are some of the implementation strategies that need to be considered. Priority should also be given to encouraging every school, not only pilot schools, to increase disabled pupils' participation in learning together with their non-disabled peers within their available resources.
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Belen, S. „The recontextualisation of professional ideas and practices in Indonesian primary schools : a case study or the ALPS (Active Learning Through Professional Support) project“. Thesis, London South Bank University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618635.
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Fletcher, Stephen. „Analysis of a failed primary commodity cartel : the Grenada Cooperative Nutmeg Association (GCNA) and the Association of Indonesian Nutmeg Exporters (ASPIN) Joint Marketing Agreement“. Thesis, Aston University, 2017. http://publications.aston.ac.uk/37547/.
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This thesis is a study of a failed attempt at the formation of a primary commodity cartel. In 1986, the Grenada Cooperative Nutmeg Association (GCNA) entered into a Joint Marketing Agreement with the Association of Indonesian Nutmeg Exporters (ASPIN) to create a cartel by agreeing to control the supply of nutmeg and mace onto the international market to increase and stabilise the prices of the commodities. At the time of the Agreement , Indonesia was the world‘s largest supplier of nutmegs and mace (75 - 80 per cent of supply), and Grenada the second the second largest (10 - 15 per cent of supply). Catz International B V, a Dutch spice trader played a key role in the formation of the Agreement and was also instrumental in the formation of ASPIN, as an Indonesian association of nutmeg exporters and secured sole buyer status for nutmeg and mace exported by ASPIN. The Agreement appeared to be briefly effective raising prices but cracks appeared in the Agreement within two years and it formally ended in mid-1990. This thesis investigates: (a) the motivations and decision making of Grenadian stakeholders in forming the Agreement; (b) the role of external stakeholders in the formation, performance and demise of the Agreement, and (c) the ongoing efforts of the GCNA to continue the Agreement when it was failing. GCNA‘s archival records, statistical data, and discussions with key Grenadian stakeholders and some international traders were the sources of data. Stakeholder analysis and the literature on cartels provided the theoretical grounding and context. The qualitative case-study approach using triangulation to establish what happened and Langley‘s sense-making strategies have been used to construct the narrative. The key results of this study are: (a) the fundamental economic conditions necessary for the formation and sustenance of the Agreement as a cartel were absent; (b) the organisational arrangements for the sustenance of the Agreement on the Indonesian side were deficient, and (c) GCNA was active in forming the Agreement and persisted in attempts to revive the Agreement because of deficiencies in its information and knowledge about the Indonesian and market situation arising out of over-reliance on a single source. The study contributes to knowledge on decision making in commodity cooperatives in small economies and has wider lessons for management decision making in developing countries.
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Samsoedin, Ismayadi. „Biodiversity and sustainability in the Bulungan Research Forest, East Kalimantan, Indonesia : the response of plant species to logging“. Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/224.
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This study reports forest structure, regeneration and the soil properties from unlogged and logged forest in the Bulungan Research Forest, Malinau District, East Kalimantan, Indonesia. Four sites were compared by using four 1-ha replicate plots in each of primary forest (PF), 5, 10 and 30-yr old logged forest (LF-5, LF-10, LF- 30). The tree species composition differ among forest types, as it was shown that the mean value of similarity indices for all pairs were 0.215 (for the Jaccard index) and 0.353 (for the Sorensen index). The low values for similarities among forest types were most probably caused by low numbers of species shared between each forest type. Both correlation values, r = 0.023 for Jaccard index and r = 0.031 for Sorensen index, showed no strong correlation between the similarity index (C) and the distance between forest types. This supports the use of a chronosequence approach. A total of 914 tree species with ³ 10 cm dbh were recorded from 223 genera and 65 families. There were no significant differences in mean species numbers (166 – 180/ha) among treatments. Mean density of species was lower in LF-5 and LF-10 (501/ha) than in PF or LF-30 (605/ha and 577/ha); similarly to mean basal area (LF-5, 28.5 m2/ha; LF-10, 32.6 m2/ha) vs. PF (45.8 m2/ha) and LF-30 (46.9 m2/ha). Dead wood on the forest floor was significantly higher in LF-10 (75 m3/ha) than in the other treatments. Seedlings (< 2 cm dbh) of 1,022 species were recorded from 408 genera and 111 families. The mean number of tree seedling species ranged between 170-206; the mean density of seedlings was about two-fold lower in LF-10 (2790/ha) than in the other treatments. Saplings (>2 – 9.9 cm dbh) of 802 species belonged to 241 genera and 65 families. There was a high variability in species richness across treatments (89 – 191/ha), but not in stem numbers. The Dipterocarpaceae family was dominant in all treatments, followed by the Euphorbiaceae. The soils were acidic, low in nutrients and had low to very low fertility. Both primary and logged forest areas are marginal or not suitable for sustained production of plantation crops. Logging caused soil compaction in LF-30. Although in terms of number of species and trees, amount of BA, number of saplings and seedlings LF-30 appeared to have satisfied prescriptions for a second harvest, ecologically the forest is far from mature. The Indonesian Selective Cutting and Replanting (TPTI) system may need to be revised to a 35 – 45 year cycle to ensure long-term forest productivity in terms of not only timber but other goods and ecosystem services, the value of which are never quantified in monetary terms, but can be higher than the timber revenue.
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Mutohar, Agus. „Identifying and bridging the gaps of ICT integration in primary and secondary education in Indonesia“. Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6000.
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The purpose of this study was to explore gaps of ICT integration in Indonesian education in primary and secondary schools in Indonesia. The gaps of ICT integration in education were identified through documents such as government official publication, non-governmental reports and other documents to describe the context of ICT education in Indonesia. The finding of this study can inform researchers, practitioners, and policy makers about how to integrate ICT in primary and secondary education in Indonesia. The study found that ICT integration in primary and secondary education in Indonesia still face significant challenges in ICT integration in learning due to the absence of ICT national standards, ICT financial policies, the lack of professional development and ICT leadership. Therefore, this study recommends that nationwide ICT implementation process requires actionable ICT plans, more investment on ICT facilities in schools, continuous professional development, curriculum aligned with ICT, local ICT opportunities such as using mobile phones for ICT integration in schools.text
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Bandur, Agustinus. „A study of the implementation of school-based management in Flores Primary Schools in Indonesia“. Thesis, 2008. http://hdl.handle.net/1959.13/33103.
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Research Doctorate - Doctor of Philosophy (PhD)School-Based Management (SBM) with devolution has become the most prominent feature of public school management systems in most countries around the world. In Indonesia, the Central Government established a Commission of National Education (Komisi Nasional Pendidikan) in February 2001 on the basis of Law 22/1999 by which education was decentralized. The Commission recommended the formation of school councils at the school level to improve quality of national education. The Government then embarked on the formation of school councils in Western Sumatera, Eastern Java, and Bali. On the basis of these trials, the councils were considered strategic in promoting democratic principles in schools, creating higher levels of parental participation in school governance, and improving the quality of national education. For these reasons, in 2002 and 2004, the Government provided a set of guidelines to establish mandatory corporate governing body type school councils in accordance with the Law 22/1999, the Commission and Education Act 20/2003. With the turn of the 21st Century, all Indonesian public schools have implemented SBM. This study was aimed at examining whether improvements in student achievements have been achieved resulting from the implementation of SBM. The research was conducted in 2007 using both quantitative and qualitative methodologies comprising of an empirical survey with the active participation of 504 respondents who were school council members and semi-structured interviews with 42 participants belonging to all categories of representatives of school councils as well as documentary analyses. The research was conducted at 42 primary schools of Ngada District in the island of Flores. Data generated from the two phases of the research demonstrate that there have been school improvements and student achievements resulting from the implementation of SBM. SBM policies and programs have created better teaching/learning environments and student achievements. Further, the research suggests that continuous developments and capacity building such as training on school leadership and management, workshops on SBM, and increased funding from governments are needed to affect further improvements in school effectiveness with the implementation of SBM.
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Bandur, Agustinus. „A study of the implementation of school-based management in Flores Primary Schools in Indonesia“. 2008. http://hdl.handle.net/1959.13/33103.
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Research Doctorate - Doctor of Philosophy (PhD)School-Based Management (SBM) with devolution has become the most prominent feature of public school management systems in most countries around the world. In Indonesia, the Central Government established a Commission of National Education (Komisi Nasional Pendidikan) in February 2001 on the basis of Law 22/1999 by which education was decentralized. The Commission recommended the formation of school councils at the school level to improve quality of national education. The Government then embarked on the formation of school councils in Western Sumatera, Eastern Java, and Bali. On the basis of these trials, the councils were considered strategic in promoting democratic principles in schools, creating higher levels of parental participation in school governance, and improving the quality of national education. For these reasons, in 2002 and 2004, the Government provided a set of guidelines to establish mandatory corporate governing body type school councils in accordance with the Law 22/1999, the Commission and Education Act 20/2003. With the turn of the 21st Century, all Indonesian public schools have implemented SBM. This study was aimed at examining whether improvements in student achievements have been achieved resulting from the implementation of SBM. The research was conducted in 2007 using both quantitative and qualitative methodologies comprising of an empirical survey with the active participation of 504 respondents who were school council members and semi-structured interviews with 42 participants belonging to all categories of representatives of school councils as well as documentary analyses. The research was conducted at 42 primary schools of Ngada District in the island of Flores. Data generated from the two phases of the research demonstrate that there have been school improvements and student achievements resulting from the implementation of SBM. SBM policies and programs have created better teaching/learning environments and student achievements. Further, the research suggests that continuous developments and capacity building such as training on school leadership and management, workshops on SBM, and increased funding from governments are needed to affect further improvements in school effectiveness with the implementation of SBM.
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Suwandono, Agus. „A study of selected factors influencing the development of primary health care in rural Indonesia : the Banjarnegara experience“. Thesis, 1986. http://hdl.handle.net/10125/10272.
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Zein, Mochamad Subhan. „Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations“. Phd thesis, 2012. http://hdl.handle.net/1885/9981.
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This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions.
The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components, the fact that teacher educators have no expertise in EYL (English for Young Learners), and the lack of provision of English and other knowledge relevant to English in PGSD (Primary School Teacher Education). The third major finding reveals in-service education has not been adequate to prepare teachers to teach English at primary level due to a limited number of quality teacher educators; poor management in terms of planning, evaluation, and transparency in participant selection; impractical orientation; as well as discrimination against teachers with non-civil servant status.
The fourth major finding highlights a shift towards the constructivist paradigm in language teacher education that has placed a greater role on student teachers to be responsible with their own professional development. This is apparent in the incorporation of technologies, the employment of innovative teacher education that flexibly combines learning-teaching options to generate critical discussion and empower reflection, and the creation of opportunities for student teachers to exercise their pedagogical practices and acclimatize to teaching environment.
The study argues that various policy reforms that are intended to prepare teachers with the demands of their vocation are groundless without specific policy measures. At pre-service level, the policy measures include the establishment of Concentration on EYL (English for Young Learners), Certification in EYL, and the provision of English skills for prospective primary school teachers in PGSD. At in-service level, policy directives also ought to specify the flourishing role of teachers groups (Kelompok Kerja Guru/KKG) to help sustain the professional development of teachers at the local level. A bottom up approach in teacher education policymaking has been suggested as necessary and culminates in the proposal to establish the Consortium in Primary School English Teaching.
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SriHertanti, Nuzul, und 何樂婷. „Palliative Care Knowledge and Attitudes among Primary Care Health Professionals in Yogyakarta, Indonesia“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/88m695.
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Liando, Nihta V. F. (Vera Frelly). „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia“. 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
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Bibliography: leaves 211-227. This thesis addresses the implications of language policy for foreign language teaching practice. It specifically looks at the implementation of language policy on the practice of teaching English in Indonesian and Thai primary schools as well as on the practice of teaching Indonesian in Australian primary schools.
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Purwito, Dedy, und DedyPurwito. „Utilization of Primary Health Care in Indonesia:Findings from the 2000 Indonesia Family Life Survey“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/47937292064840949192.
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碩士亞洲大學
健康管理研究所
94
Health service which provide by primary health care is accepted as the model for delivering basic health to people base upon house hold as small unit of community. Cross sectional study using data taken from third wave of Indonesia Family Life Survey (IFLS) in 2000, this study examined to understand determinant of Indonesian Primary Health Care (especially Community Health Center or Puskesmas) utilization among Indonesian people. Objective: To assess the effects of health need, enabling factors, and predisposing factors and to assess determinant on Community Health Center (Puskesmas) utilization by Indonesian people. Study Design: Logistic regression and Poisson regression analysis is use to estimate the qualitative determinant of Community Health Center (Puskesmas) utilization with cross-sectional data. Data: Data will be taken from third wave of Indonesia Family Life Survey (IFLS) in 2000. This survey comprises totally 10,435 house holds, 43,649 individuals, representing 13 provinces and approximately 83 % of Indonesian population. Result: The needs for care, enabling (income, employment, health insurance, travel time and cost, waiting time) and predisposing factors (age, gender, education, residence and region) were associated with primary health care utilization. Overall, 35 % of Indonesian respondents entered the primary health care in the past 4 weeks, making an average of 1.39 visits. Conclusions: Access to primary health care for Indonesian remains a major problem, significantly affected by structural and predisposing factors. Policy solutions that address the health service needs of the improving health services and community participation will largely benefit for Indonesian.
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Damanik, Masnaria, und 丹利亞. „Attitudes of Primary School English Teachers towards Total Physical Response (TPR) Method in Indonesia“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/22f8hc.
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碩士義守大學
應用英語學系
104
One’s attitudes can determine whether or not he is successful in doing his job. This case also applies to teachers. This research examined attitudes of primary school English teachers towards Total Physical Response (TPR) method by conducting quantitative and qualitative methods. The respondents filled a questionnaire based on three aspects (cognitive, affective, and behavioral) and then answered some interview questions for the last part of it. The results showed significant differences in both affective and behavioral component concerning the level of success in applying TPR method. We observed that the more positive feelings and behavior they had towards TPR, the stronger their success scores became. 60 % teachers are improvising teaching materials and 84 % teachers still use mother tongue in class. There were 52 % of respondents did not encounter problems in applying TPR and 48 % of them did. We also found that the most of the factor affecting the failure of teachers in applying TPR method are management control. It is hoped this study will provide schools principals, curriculum designer, supervisors, and teachers information for the improvement of learning, curriculum development at schools and improve teacher professionalism.
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Imani, Anugrah. „The scaffolding of group work in teaching English as a foreign language (EFL) in Indonesian primary classrooms“. Thesis, 2021. http://hdl.handle.net/1959.7/uws:68086.
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Drawing on sociocultural theory, this study aimed to investigate a teacher’s scaffolding of peer-supported learning when teaching English as a foreign language (EFL) in Indonesian primary classrooms. The interactive skills of speaking and listening are in need of attention in countries such as Indonesia. To address this limitation in Indonesian EFL practice, this study sought to examine the strategies that are currently used to facilitate students’ interactive communication skills. Moreover, the scaffolded group work was implemented to improve current EFL practices and engage students in spoken interaction involving listening, speaking, and thinking skills. Grounded in collaborative, participatory research, this study was conducted over a three-month period. This thesis provides a detailed account of the design and implementation of group work in one Indonesian tutorial centre, involving one EFL teacher and 32 students from two classes. Data for the study included video-recorded classroom observations, teacher interviews, participants’ self-reflections, and audio recordings of students’ group conversations. The data were analysed using Flanders’ (1964) interaction analysis categories (FIAC) and Mercer’s (1994) typology of talk. The combination of data analyses revealed that the existing strategy used by the teacher did not provide students with sufficient opportunities to participate in classroom interaction. With the support of the school principal, the researcher and teacher collaborated to design a scaffolded group-work strategy to improve current EFL practices. The teacher introduced group work as a pedagogical change to gradually establish self-regulated learning or student agency. Analysis of the implementation of the scaffolded group work revealed new opportunities for the students to explore their language and thinking. The current study offers evidence of how peer-supported learning can contribute to EFL development and instruction. Specifically, the findings highlight evidence that peer-supported learning can facilitate students’ listening and speaking, promote the use of dialogic skills in language learning, and encourage students to be independent learners. This research contributes to both the conceptualisation and practical implementation of peer-supported learning for young learners, especially in Indonesian EFL primary classroom settings. This is the first study of its kind in Indonesia, and will therefore add important knowledge to inform professional practises of primary English teachers in this context.
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Lestari, Liliana, und 周清英. „A Feasibility Study of Implementing Covey’s 7 Habits into Character Education in Indonesian Primary Schools: A Theoretical Perspective“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/jd9qkm.
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碩士台灣首府大學
教育研究所
103
ABSTRACT This thesis gives general view about the current education condition in Indonesia which focuses more on the academic achievement and deviate the pupils’ character values. Covey in his theory about 7 Habits stated that someone’s key success is also placed in their character. The steps of changes in Covey’s 7 Habits are from dependence to independence and from independence to interdependence. This concept is ensured to be able to contribute in Indonesian education, whether in knowledge aspect, life skills, or in the students’ character development. Hence, this thesis firstly will discuss about the implementation of character education in Indonesian primary schools, design of one character education concept based on Covey’s 7 Habits, and suggest the strategy of Covey’s 7 Habits implementation in schools. The research methodology covers the document analysis and qualitative research, such as field study and interviews. Firstly, through the document analysis, understand the crisis happening in Indonesian education nowadays; secondly, state the basic points and character values in Covey’s 7 Habits concept. Through the document and literature analysis, observation, semi-structure interview in field study, and teachers focus group discussion, the researcher got the whole portray about the principal, teachers, administrators, and students opinions about the character education and understand how their perception about Covey’s 7 Habits. The result of the thesis showed that principal, teachers, and school administrator agreed with the importance of the Covey’s 7 Habits to be added and implemented as the concept of character education in school. To achieve the maximal result, character education in Indonesia does not only notice the climate of the school, subjects specialized in character education, but also hidden curriculum which is implemented in all of the activities in school. This thesis because is focused on the theoretical framework of Covey’s 7 Habits principles and its implication for character education, then the researcher only made one design of formal subjects about the 7 Habits as the teaching guidance for the teachers. Keywords: character education, Covey’s 7 Habits, Indonesian primary school
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Azisah, Siti. „Gender mainstreaming in education: case studies of Islamic primary schools in South Sulawesi, Indonesia 2000 - 2006“. Thesis, 2012. https://vuir.vu.edu.au/21319/.
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This thesis examined the extent and the manner of the gender mainstreaming policy implementation in three Islamic primary schools in South Sulawesi, Indonesia. It investigated the commitment, gender ideology and practices of policy makers, school principals, teachers, and the school committees. Furthermore, the thesis analyzed gender roles depiction in the primary school textbooks as well as investigated the students‘ perception of gender roles.
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„An Inquiry into PYP Transdisciplinary Understanding in Two Remote Schools in Indonesia“. Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54962.
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abstract: This research investigates teachers' understanding of and feelings about transdisciplinary education and the International Baccalaureate's Primary Years Programme (PYP) as utilized by two remote schools in the province of Papua, Indonesia on the island of New Guinea. A goal of transdisciplinary education is to make learning through inquiry authentic, broad, student-centered, and relevant to the real world. In this study I examine educators’ perspectives of how transdisciplinary education is manifested in the two different and yet related elementary schools.
Both schools are supported by a multinational mining company. One school is for expatriate students and the language of instruction is English. The second school, which is for Indonesian students, follows the Indonesian National Curriculum of 2013, with instruction delivered in the Indonesian language by Indonesian teachers. A single expatriate superintendent oversees both schools.
Teacher experience, teacher PYP experience, implications of the PYP framework, cultural implications of the location, and demographics of the school stakeholders were considerations of this research. To acquire data, homeroom teachers, specialist teachers (music, art, physical education, and language), administrators, and PYP coordinators completed a survey and were interviewed. Additional data were collected through document examination and observation.
A broad range of experience with transdisciplinary education existed in both schools, contributing to some confusion about how to implement the PYP framework and varying conceptions of what constitutes transdisciplinary education. Principles of the PYP were evident in curriculum documents and planning and discussed by the teachers in both schools. Educators at the expatriate school identified with the international-mindedness and approaches to learning in the PYP. Educators at the national school valued to character education elements of the PYP, which they viewed as consistent with Indonesian principles of pancasila. The mission and vision statements of the schools in this study aligned with the PYP in different ways. Challenges faced by educators in these schools are acquisition of professional development, experienced teachers and teaching materials due to the remote location of the schools. While transdisciplinary education was described, it was not necessarily implemented. The findings of this study suggest that transdisciplinary education is a mindset that takes time, experience, and commitment to implement.Dissertation/Thesis
Doctoral Dissertation Music Education 2019
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Muksidar, Ismia, und 穆圓圓. „The Relationships of Job Stress, Job Satisfaction and Organizational Commitment in Private Primary School Teachers in Indonesia“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/79192116744366738667.
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碩士台灣首府大學
教育研究所
103
The main purpose of this study was to examine the relationships of job stress, job satisfaction and organizational commitment in private elementary school teachers in Indonesia. The subjects were 584 private elementary school teachers drawn from the population of all private elementary school teachers in Makassar City of Indonesia. The “Teachers Job Stress Scale” (TJSS), the “Teacher Job Satisfaction Scale” (TJSAS) and the “Organizational Commitment Scale” (OCS) were conducted. The findings were as follows: 1.Private primary school teachers of Makassar City in Indonesia perceived a below-average level of intensity of job stress. There were significant differences in level of intensity of job stress among teachers with some different personal background. 2.Private primary school teachers of Makassar City in Indonesia perceived an above-average level of intensity of job satisfaction. There were significant differences in level of intensity of job satisfaction among teachers with some different personal background. 3.Private primary school teachers of Makassar City in Indonesia perceived an above-average level of intensity of organizational commitment. There were significant differences in level of intensity of organizational commitment among teachers with some different personal background. 4.There were significant correlations among job stress, job satisfaction and organizational commitment in private primary school teachers of Makassar City in Indonesia. Job stress has an indirect influence on organization commitment through the mediating effect of job satisfaction in private primary school teachers.
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Wu, Tzu-Yu, und 吳子鈺. „A Study of Taiwanese International Cooperation on Environmental Issues—A Primary Reflection on A Case of Sumatra, Indonesia“. Thesis, 2007. http://ndltd.ncl.edu.tw/handle/75170379210156032580.
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碩士臺灣大學
環境工程學研究所
95
A Study of Taiwanese International Cooperation on Environmental Issues—A Primary Reflection on A Case of Sumatra, Indonesia Abstract The sustainable development has become the core belief in terms of environmental affairs worldwide for decades and has been consciously accepted in many international organizations. Transnational environmental projects are often carried out by the western countries which have strong dominance over the under-developed countries in aspects such as politics, economy, technology and culture as well. This is the recurrence of imperialism and colonialism which results in the injustice suffered by the people and environment living in especially the southern hemisphere. Taiwan has become a successful economy, ranking 18th largest in the world, and yet the growth of economy is a consequence of the consumption of the natural resources from many under-developed countries—one of which is Indonesia. The environmental project in Lake Toba, Sumatra, Indonesia led by professionals from Taiwan was a pioneering one. It was a reflection over the Taiwanese-Indonesian ties of global environmental cares and then brought about realistic actions. Besides the application of technical approaches for the site, this thesis focuses also on the observations into the way how it could be possible, how it was launched without any aids from the government and therefore discovered that the co-operational relationships for trilateral parties—the local environmental organization, the Bodhicitta Foundation, the local government and the Taiwanese professional group--have to stand solid to realize the ideals. The case was related to the history of Bodhicitta Foundation in terms of its former cooperation with voluntary NGOs and individuals after the Tsunani afflicted Aceh, Sumatra in 2005. The ethnic Chinese based organization, Bodhicitta Foundation, has multiplied assistance from Taiwan, making its ambition of a social transformation possible in the very early stage in which education and environmental cares were the two main parts of it. Key words: Environmental Planning, International Cooperation, Foreign Aids, Sumatra
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Suwarno, Vincentia Paula, und 王菲雯. „PRIMARY STUDY ON THE ACTIVITIES OF STREET VENDORS IN PUBLIC SPACES AND VENDORS IN HAWKER CENTERS IN SURABAYA, INDONESIA“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05460869825725891142.
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碩士國立臺灣科技大學
建築系
102
Sense of place is defined as the point where the physical elements, activities, and opinions are involved in what people experience in a certain place. The phenomenon of illegal street vendors in public open spaces (e.g. sidewalks, streets, roadsides of residential, offices, and educational areas) has been problematic. In some cities including the city of Surabaya in Indonesia, the growing number of street vendors has become a public nuisance and one of the solutions is by building hawker center, a place regulated by the local government where vendors are able to operate legally. Unfortunately, although hawker centers have been built, they have constantly lost customers which caused several vendors to leave the centers and returned to the streets. Therefore, the main objective of this thesis is to conduct a primary study of the activities focusing on the differences between street vendors and vendors in hawker centers using the activity-based approach. This study looked into the activities of both vendors operating on the street and in the hawker centers. Furthermore, the opinions from both sellers and consumers were also analyzed. The obtained information was then compiled to provide the relevant characteristics of each vendor type by using the study of Yatmo, Y A (2008) and McGee and Yeung (1977) as comparison. Understanding the characteristics of the vendors is important so that the several recommendations may be made to solve the existing problems. Several locations from each vendor type were selected in this study. Two locations in South Surabaya were chosen as sample for street vendors area (Gayungan and Bungkul Park) and three government-built hawker centers (two locations in South Surabaya and one location in Central Surabaya) were selected for the case studies. Several media were used for data collection including literature study, self-observation, and interviews. The findings in this study show that the effectiveness of a hawker center is influenced by several factors including the presence of street vendors with circulations of people and availability of motorized and non-motorized transports.
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Heyward, S. „Reforming teaching practice in Indonesia: A case study of the implementation of active learning in North Maluku primary schools“. Thesis, 2014. https://eprints.utas.edu.au/22399/1/Whole-Heyward-thesis.pdf.
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This thesis describes a study of the implementation of Indonesia‘s national policy on active learning. Active learning was first introduced in Indonesia in the 1970s. Since then four different national curricula have rearticulated the policy, and numerous donor and government funded projects have attempted to support implementation. Notwithstanding all of this effort at reform, the gap between policy and practice remains wide. Most schools and classrooms remain little changed. A wide range of teaching practices is employed by Indonesia‘s more than three million teachers and across its 260,000 schools. However, with a few exceptions, a casual look in any one of these schools will reveal poor conditions, few books or teaching aids, and traditional chalk-and-talk‘ teaching methods.
The study addresses two questions: (1) How do teachers translate active learning methodology in the classroom? (2) What factors impede the implementation of active learning?
A mixed-method, qualitative, case study approach was adopted to answer these questions. The case selected was a group of teachers, schools and school clusters in three districts in the remote eastern Indonesian province of North Maluku. The data collection phase of the study took place in 2007. Data analysis was conducted in the following years. Four main data gathering methods were employed: (1) document analysis, (2) survey questionnaire, (3) semi-structured interview and informal discussions, (4) field visits to schools and class observation. The study is underpinned by a conceptual framework, which developes the theory of House (1979), and subsequently House and McQuillan (1998), who proposed three perspectives for the analysis of education reform. This study argues that each of three perspectives is necessary to an understanding of educational reform: the technical, the political and the cultural.
The study found that implementation of the policy of active learning has essentially failed in this case, due to a combination of technical, political and cultural factors and the interaction between these three. Is is argued that the dominance of the technical perspective in previous studies and in the policy process is, in part, a result of policy borrowing, whereby technical innovations are borrowed from the West and, with the support of international donors, are implemented in Indonesia – without the cultural context necessary for successful implementation. This thesis thus further develops the theory by taking House and McQuillan‘s (1998) three perspectives, expanding the meaning to include higher level political perspectives and broader cultural and technical perspectives, and applying this conceptual framework in a new setting, that of Indonesia, a developing nation. This study concludes with a number of recommendations for policy makers and researchers. The key recommendation is that Indonesian policy on classroom practice should be made in a way that is more cognizant of the technical, political and cultural realities. What is required is a review of current policy and implementation expectations, and an adjustment of the policy to fit with Indonesian realities. These realities, it should be stressed, are not uniform and vary according to the local context. This recommendation is significant, not only for Indonesia, which spends substantial amounts of money every year on reform programs which fail repeatedly due to lack of awareness of the need to address cultural, technical and political factors. It also offers a warning to other developing nations and for the international donors which support them.
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Rachmawati, Kurnia. „Translation, Adaptation and Psychometric Testing of Nurses’ Attitudes towards and Awareness of Research and Development in Nursing for use in Indonesian Primary Health Care Settings“. Thesis, 2013. http://hdl.handle.net/2440/102729.
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Aim: This study describes the Indonesian translation and adaptation process of the instrument Nurses’ attitudes towards and awareness of research and development within nursing (ATRAD-N) version II, and psychometric testing of the translated instrument. Background: The literature review presented herein highlighted the importance of understanding the attitudes of nurses towards research and research utilisation. This will enable us to understand the factors influencing use of research in nursing and the aspects that facilitate nurses to participate in research to improve nursing care. However, in the context of Indonesian primary health care services, nursing research and research utilisation has only recently been recognized as important and hence there is little or no relevant published research. In order to conduct such research, it is imperative to have a reliable and valid instrument that can be used in the context of Indonesian primary health care settings. Method: The translation process was conducted systematically by applying the forward and back-translation method. Adaptation and content validity was assessed by inviting six experts from universities in Indonesia to review the relevance of the instrument in the context of Indonesian primary health care nursing. The psychometric testing was performed using construct validity (factor analysis) and homogeneity reliability tests (Cronbach’s alpha coefficient) on a sample of 92 primary health care nurses from nine public health centres (Pusat Kesehatan Masyarakat) in the city of Banjarbaru and Banjarmasin, South Kalimantan, Indonesia. Results: During the adaptation and content validity process, some changes were made to the instrument. The revised instrument showed acceptable content validity with an overall content validity index of 0.97. The factor analysis used principal component analysis with direct oblimin rotation. A five-factor structure was obtained that differed from those identified in previous studies. Seven items of the instrument did not load to any of the identified factors. The cumulative percentage of variance was 56.5%. The Cronbach’s alpha coefficient for individual factors of the instrument ranged from 0.719 to 0.884, suggesting good internal consistency. Conclusion: After the translation, adaptation and psychometric test process, the resulting form of the Indonesian translation of the instrument was found to be content valid and homogeneity reliable but not construct valid, in Indonesian settings. Further development, refinement and retesting would be essential to produce a psychometrically sound instrument.Thesis (M.Nurs.Sc.) -- University of Adelaide, School of Nursing, 2013.
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Yang, Tien-Yi, und 楊殿義. „The Exploration of Learning Chinese as a Foreign Language Primary School Students in Immersion Program by Surabaya Taipei School in Indonesia“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/zd8k54.
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碩士國立臺灣師範大學
華語文教學系
106
The purpose of this study is to investigate the status of immersion Chinese language learning among Chinese students in Surabaya Taipei School. By investigating the sixth grade students in STS and the Mandarin language scores in six academic years through case studies to understand the effect of Mandarin Chinese immersion in Chinese students. The 21 ethnic Chinese students were sampled as samples, the results of descriptive statistics to understand the average score of Mandarin subjects to T test to understand the relationship between immersion time and the effectiveness of Chinese language learning, supplemented by semi-structured teachers Interview, to understand the way of immersion teaching in STS. According to the research results, the findings and conclusions of this study are as follows: First, Surabaya Taipei schools using Chinese full immersion teaching, appointment of qualified teachers in Taiwan served as Chinese Language teachers. Second, in the Chinese immersion time and the effectiveness of the national language learning relationship, Chinese students using the Chinese immersive learning, all stages of the national language subjects are improved. Third, Chinese students use Chinese immersion learning, the third year to immerse themselves in learning the most significant effect. According to the above research results, we put forward suggestions on immersive Chinese teaching for overseas Chinese teaching related personnel, and future researchers reference.
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Septy, Adzanil Prima. „Teachers' strategies in using teaching and learning resources to facilitate students' English language learning : a focus in West Sumatran primary schools, Indonesia“. Thesis, 2004. https://eprints.utas.edu.au/21537/1/whole_SeptyAdzanilPrima2004_thesis.pdf.
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This study examined Indonesian teachers' strategies for using English
teaching and learning resources in the context of English as a foreign languagean
elective subject-as taught in West Sumatran primary schools. The strategies
reflected the important role of teachers in facilitating young students' English
language learning. This study was considered against a background of critical
concerns about teachers' competence, applicability of current teaching methods,
and appropriateness of materials used for teaching English, which were central to
debates in the context of the 1994 national curriculum system.
To identify teachers' strategies, teachers' views on issues of socio-culture,
curriculum, and their teaching experience were examined in relation to the ways
in which they managed their classrooms. Their students' participation in
classroom activities was also examined in relation to the effectiveness of the
teachers' strategies. Examining these resource-use strategies could suggest a more
comprehensive framework for understanding teachers' decision making, which
incorporates contextual factors as well as traditional curriculum and teaching
practices. It could also enhance primary school English programs.
Study data were based on a questionnaire, interviews and classroom
observation sessions, collected over two school terms from March to November
2001, in private and public primary schools in the city of Padang and surrounding
cities in West Sumatra province, Indonesia. Of the 147 teachers who responded to
the questionnaire, 14 also participated in a number of interviews and classroom
observations.
The study results indicated that teachers' strategies in teaching English and
their use of teaching and learning resources to facilitate students' English language
learning reflected the significance of particular aspects of socio-culture,
curriculum, and teachers' teaching experiences. The importance of socio-culture
was indicated through the teachers' consideration of the students' backgrounds, the
contextual background, and their own background. Several curriculum
components were emphasised within their teaching. Teachers' teaching
experiences were reflected in their application to their resource use of their
knowledge of and familiarity with the aspects identified. These aspects were
reflected in the ways in which teachers managed classroom teaching and learning
activities, as indicated through certain types of teacher talk, classroom interaction,
and classroom organisation.
The influence of these aspects was also indicated in students' responses to
teachers' classroom management. Students' responses reflected their language
development and acquisition process, their personalities in classroom interaction,
and their learning strategies; and provided insights into how classroom activities
and English teaching and learning resources were effectively managed.
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Kotowska, Martyna Małgorzata. „Carbon pools and sequestration in vegetation, litter dynamics and hydraulic anatomic properties in rainforest transformation systems in Indonesia“. Doctoral thesis, 2015. http://hdl.handle.net/11858/00-1735-0000-0028-863B-9.
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Höhn, Patrick. „Funktionelle Vielfalt von Hymenopteren entlang eines Gradienten agroforstlicher Nutzung in Indonesien“. Doctoral thesis, 2007. http://hdl.handle.net/11858/00-1735-0000-000D-F136-9.
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49
Schuldt, Bernhard. „Effects of experimental drought on hydraulic properties and leaf traits of upper canopy and understory tree species in a perhumid tropical forest in Central Sulawesi, Indonesia“. Doctoral thesis, 2010. http://hdl.handle.net/11858/00-1735-0000-0006-ADD8-8.
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