Relevant bibliographies by topics / Education and state Indonesia

Academic literature on the topic 'Education and state Indonesia'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Education and state Indonesia"

Hamdani, Razak Mohammaed, Poppy Sagita Ramadhani, and Sunan Medr Henley. "Pancasila in the Foundation of Legal Education: Various International Comparisons." Jurnal Panjar: Pengabdian Bidang Pembelajaran 4, no. 1 (February 28, 2022): 97–120. http://dx.doi.org/10.15294/panjar.v4i1.55021.

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Pancasila as the ideology of the State of Indonesia consists of five principles of sila which are used as guidelines for nation and state in Indonesia. The five precepts are the basis of the Indonesian State that need to be lived out and practiced by all Indonesian citizens, including in the law of nation and state in Indonesia. The State of Indonesia is a rule of law, in order to realize a rule of law, one of them is required a legal instrument that is used to regulate balance and justice in all areas of people's lives and livelihoods through legislation by not ruling out jurisprudential functions. This shows that legislation has an important role in the Indonesian law. Therefore, Indonesia made Pancasila a guideline for nation and state law because Pancasila was in accordance with the personality of the Indonesian nation.

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Marsaulina, Roce. "Radicalism in Political Perspective and Peace Education." International Journal of Science and Society 3, no. 2 (June 11, 2021): 269–75. http://dx.doi.org/10.54783/ijsoc.v3i2.338.

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The international community is facing the same global situation and conditions for crimes against humanity that have occurred in decades, namely the radicalism movement and international terrorism. Indonesia, as the largest country in Southeast Asia, has experienced toughening of the radicalism movement based on religion as its basic reference. Moreover, the international terrorism movement Al Qaeda and the ISIS Group (Islamic State in Iraq and Syria) have become the mecca for the radicalism movement in Indonesia. How can Indonesia face the radicalism movement, what should Indonesia do and what is the solution so that Indonesia can be minimized from the crimes of radicalism and the global terrorism movement? This is what is discussed in this article. In Indonesia, the radicalism movement not only begins from thoughts based on religious teachings but also the political, ideological and enthusiastic elements of certain groups with different views and directions. In this article, the discussion begins with how religion responds to views about radicalism and radicalism movements, especially those that occur in Indonesia, a pluralistic country with various ethnic groups, various languages, cultural and religious traditions. Indonesia is a country with Pancasila as its state ideology. Apart from Religious Education which teaches how to live amongst fellow Indonesian citizens, to respect each other and respect differences, Indonesia also has the Bhineka Tunggal Ika (Unity in Diversity) as its national motto which reinforces the Pancasila philosophy, with life’s view and freedom to embrace the religion one believes in.

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ROSMALINDA. "VERIFICATION AND ACCREDITATION OF LEGAL AID ORGANIZATION; A STATE OBLIGATION." International Journal of Social Sciences and Management Review 05, no. 04 (2022): 207–15. http://dx.doi.org/10.37602/ijssmr.2022.5416.

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The state as well as Indonesia must fulfill the constitutional rights of citizens such as legal aid. Since 2013, Indonesia has had a priority program concerning legal aid for the poor. There is an increasing number of OBH since The Ministry of Law and Human Rights - National Legal Development Agency conducting the verification and accreditation for Legal Aid Organization. This study raises a question; is verification and accreditation of legal aid organizations based on Law No. 16/2011 a form of fulfillment of the state obligation of Human rights? This study uses a normative approach by analyzing regulations concerning providing legal aid. As result, verification and accreditation of OBH is a measure of Indonesia to fulfill its obligations in regard to guaranteeing equal rights for every citizen of Indonesia. There is a suggestion namely Indonesian government needs to support the establishment of OBH in regard to providing access to legal aid for the community equally.

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Janah, Atiatul. "Education Contradiction Between City and Village." Indonesian Journal of Education (INJOE) 2, no. 2 (February 24, 2022): 95–103. http://dx.doi.org/10.54443/injoe.v2i2.15.

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Education is one of the most important things in human life. Every human being has the right to get a proper and equal education. However, what is happening in Indonesia is the inequality of education for all Indonesian citizens. Apart from that, recently, what has been discussed is the current education system in Indonesia which is considered rigid and ineffective. We can see this from the lagging quality of education in Indonesia compared to other countries. The education system used in Indonesia is not much different from the education system in other countries. The only difference is mistakes during practice in the field. There are many basic mistakes that make the gap between the goals of the education system and its implementation in the field. Which in the end makes all the goals can not be achieved and resolved properly. This study aims to determine the state of education between cities and villages in Indonesia and also the basic mistakes and solutions to all existing problems.

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Latif, Isnawati Nur Afifah, and Luqi Khoiriyah Latif. "Study of Planning Curriculum Based on Indonesia’s Pluralitic Society." Salam International Journal of Islamic Education 1, no. 1 (April 28, 2022): 22–31. http://dx.doi.org/10.22219/sinjie.v1i1.21003.

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Islamic religious education has the aim of forming a moral generation. Pancasila is the basis of the Indonesian state which the first principle says that God is One and Only. This shows that the state respects religion. Based on this, Islamic religious education as a moral builder of the Indonesia generation which is the majority generation. Indonesia is not a religious country but places One and the Only God in the order of priority. Based on this, curriculum planning by considering the plurality of Indonesian society is important to be reviewed. This study uses a qualitative method using a literature review approach. Researchers found that the secular state also places religious education, living out beliefs and beliefs as important provisions for its citizens, and it is guaranteed by state law. Religion, belief, belief affect the psychological and individual qualities that affects the progress of the country. Following that, The National Education System becomes a guideline for the implementation of Islamic Religious Education. Therefore the targeted educational output is in accordance with the objectives of the Indonesian state.

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Santika, I. Gusti Ngurah, Ida Bagus Putu Arnyana, I Wayan Suastra, and I Made Kartika. "Contents Standard Policy of Basic Education in The National Level Reviewed from The Scope of Citizenship Education Materials." Journal of Sustainable Development Science 4, no. 1 (June 23, 2022): 29–36. http://dx.doi.org/10.46650/jsds.4.1.1263.29-36.

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In essence, education in the context of national development has an instrumental role and function, namely as a unifying nation, equalizing opportunities, and developing self-potential. The purpose of this study was to determine the national level policy on the content of national education standards in terms of the scope of Citizenship Education material. This research used library research as the research method. The results of this research indicated that content standards serve as guidelines/references/signs for teachers when providing material in learning activities. Scope of Material for Elementary School/Madrasah Ibtidaiyah/Extraordinary Elementary School/Package A/Other Equal Forms, such as applicable norms and rules, deliberation, characteristics of the family environment, and the importance of maintaining togetherness as capital in upholding unity and integrity and form of attitude and behavior to maintain unity and integrity in the school environment, and the community. Scope of Materials for Junior High Schools/Madrasah Tsanawiyah/Extraordinary Junior High Schools/Package B/Other Equal Forms, such as the chronology of changes to the 1945 Constitution of the Republic of Indonesia as a written basic law, as well as the constitution of the Indonesian state, diagrams of governance linkages the sequence of laws in force in Indonesia, the embodiment of democracy based on the values of Pancasila in the Indonesian government system, the Territory of the Unitary State of the Republic of Indonesia, and the form of state, form of government, and system of government.

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Ngimadudin, Ngimadudin. "CIVIC EDUCATION BERBASIS KEARIFAN LOKAL." Edification Journal 1, no. 1 (July 1, 2019): 69–80. http://dx.doi.org/10.37092/ej.v1i1.84.

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Caring for the nationality is managing this unitary Republic of Indonesia to become "gemah ripah loh jinawi toto tentrem kertoraharjo". In Indonesian terminology is a sentence which is an expression to describe the condition of the Indonesian motherland. Gemah ripah means jinawi (abundant natural wealth) while toto tentrem karto raharjo (peaceful state). Or in the Arabic sense to be baldattun toyyibatun wa robbun ghoffur. This expression is not and mertajadi when the management of the State deviates from the importance of nation and state prosperity. Local (local wisdom) wisdom becomes the essence that must be able to be maintained in the midst of the storm of global ideology which ignores human values. When the young generation begins to forget the historical and cultural roots from which it originated, then he will get lost in the search for his true identity.

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Fatra, Maifalinda, Lilis Marina Angraini, and M. Anang Jatmiko. "Ability of Mathematical Generalisation Thinking of Mathematics Education Students." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (December 29, 2019): 69–75. http://dx.doi.org/10.15408/tjems.v6i1.12315.

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AbstractThe main objectives of this study are: 1) describing and analyzing the mathematical generalization ability of mathematics education students at State Islamic University (UIN) in Indonesia, 2) investigating the differences in mathematical generalization abilities of mathematics education students across State Islamic University (UIN) in Indonesia. The study was conducted at 6 UIN in Indonesia with a sample of 5th semester students using the survey method. The results of this study indicate that: 1) The ability of mathematical generalizations thinking of Mathematics Education students from 6 state Islamic universities in Indonesia can be seen from the average value of each sample. The average mathematical generalization of Syarif Hidayatullah State Islamic University in Jakarta is higher high than the other 5 state Islamic universities, with the average value of 61.31. 2) There is no difference in the ability of mathematical generalization thinking among mathematics educations students of State Islamic University (UIN) in Indonesia.AbstrakTujuan utama dari penelitian ini adalah: 1) mendeskripsikan dan menganalisis kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) di Indonesia, 2) menyelidiki perbedaan kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) ) di Indonesia. Penelitian ini dilakukan di 6 UIN di Indonesia dengan sampel mahasiswa semester 5 menggunakan metode survei. Hasil penelitian ini menunjukkan bahwa: 1) Kemampuan berpikir generalisasi matematika siswa Pendidikan Matematika dari 6 universitas Islam negeri di Indonesia dapat dilihat dari nilai rata-rata setiap sampel. Generalisasi matematika rata-rata dari Universitas Islam Negeri Syarif Hidayatullah di Jakarta lebih tinggi daripada 5 universitas Islam negeri lainnya, dengan nilai rata-rata 61,31. 2) Tidak ada perbedaan kemampuan berpikir generalisasi matematika di kalangan mahasiswa pendidikan matematika Universitas Islam Negeri (UIN) di Indonesia. How to Cite : Fatra, M., Angraini, L. M., Jatmiko, M. A. (2019). Ability of Mathematical Generalisation Thinking of Mathematics Education Students. TARBIYA: Journal of Education in Muslim Society, 6(1), 69-75. doi:10.15408/tjems.v5i1.12315.

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Mastur, Mastur. "Pendidikan Islam dalam Spektrum Politik Pendidikan Nasional." eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam 13, no. 1 (November 14, 2019): 59–80. http://dx.doi.org/10.20414/elhikmah.v13i1.902.

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Discourse on Islamic education will never be separated from the political and cultural dynamics of a society. In the Indonesian context, the dynamics of Islamic education cannot be separated even shackled by the country's political policies and community pluralism which is a reality in Indonesia, both before independence until post-independence Indonesia. Since the first half of the 19th century, the history of Islamic education in Indonesia has begun a new phase marked by shifts and changes in almost all aspects including institutions, methods, curriculum and Islamic education orientation. At that time Islamic education was dominated by traditional educational institutions, namely boarding schools. Islamic education is an integral part of the National Education System. As part of the national education system, Islamic education gets legitimacy for sexuality and has a place to live and develop in Indonesia to meet the educational needs of the Islamic community as a majority citizen. State accommodation for the Islamic education system makes Islamic education systems and institutions have a strong foundation to be developed by supporting funds and attention from the state. Therefore, the state is obliged to develop an Islamic education system as one of the types of religious education in the national education system.

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Refika, Refika, Lias Hasibuan, and Kasful Anwar Us. "The Basic concept of Economic Education At the Level of Supra Structure and Inrastruktur Politics in Indonesia." International Journal of Educational Research & Social Sciences 2, no. 1 (April 7, 2021): 14–22. http://dx.doi.org/10.51601/ijersc.v2i1.24.

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This article aims to get an overview of how basic concepts of economics ofeducation at the level of the supra-structure and infra-political structure inIndonesia. In that state of supra structure that includes the legislative, executive,judicial, and other state institutions, the government of Indonesia has made apolicy in writing that stated in the mandate of the constitution the Constitutionof 1945 of the State's obligation in financing education in Indonesia. Educationfunding is contained in Article 31 paragraph (4) of the 1945 Constitution thatthe State prioritize the education budget by 20% from APBN/APBD. If seen in astate of infra-structure that covers the center of the political power of thepeople, contained in elements of social organization, political figures,community leaders, the tools of political communication, and especially apolitical organization or political party is able to affect the workings of theapparatus of the public to express, distribute, translate, convert demands,support and the specific problems associated with the public interest, especiallyin this case the education sector, the government has given freedom inexpressing their opinions. It is proved that the Indonesian State has beenattempted in the give attention to education for its citizens. Because with aquality education will be able to improve economic growth and development ina Country. However, the education budget by 20% is considered not able tomaximize the improvement of the quality of education in Indonesia, so the needfor a new policy in increasing the percentage of the budget for education.

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Dissertations / Theses on the topic "Education and state Indonesia"

Sukarno, Makmuri. "Education and labour force in Central Java." Thesis, Canberra, ACT : The Australian National University, 1988. http://hdl.handle.net/1885/133343.

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This study deals with education and the labour force in the province of Central Java, Indonesia. The relationship between education and the labour force includes several issues, such as education as investment in human capital to prepare qualified skills, the economic capacity to absorb educated people and the manpower policy to adjust demand for and supply of manpower. In this study, the relationship between education and the labour force has been viewed in this light. The primary source of data on education and the labour force was the 1980 census. The 1971 census, the 1976 Labour Force Survey, the 1985 Intercensal Population Survey and Jawa Tengah Dalam Angka (Central Java Year Books) were selected as the complements. The manpower policy data were obtained from the Repelita (Five Year Development Plans). The educational policy in Central Java, in terms of the quantity, has been succesful during the period 1971 to 1985, and resulted in rapid growth of educated labour force. Meanwhile, the economic policy on economic growth has also been succesful, but it has offered only limited employment growth and consequently resulted in unemployment. The unemployment rate among educated people (secondary and tertiary graduates) was higher than among the less educated people (primary graduates and below). The educational policy is producing graduates to achieve the desirable labour force pyramid, while the current economic difficulties will narrow employment growth in the future. According to employment projections, the increasing unemployment rate among secondary graduates, which began during 1980-1985, is likely to continue in the future. The government has established pre-employment training for the period 1984- 1989, which is excessive compared with the additional employment opportunities for that period, while the number of pre-employment training programs for secondary graduates is inadequate. Educated people who are unemployed are likely to move to lower occupations and consequently improve the quality of labour force in lower occupations.

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Gaus, Nurdiana. "The Indonesian state university in flux : academics and the neo-liberal turn." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-indonesian-state-university-in-flux-academics-and-the-neoliberal-turn(61156cdd-4d61-47ca-b859-c817ab2ac6d4).html.

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This thesis aims to better understand the under life of Indonesian academics during implementation of major policy changes associated with the Higher Education Act 2012. More specifically the study sought to explore and analyse the principal changes as experienced by academics in Indonesian state universities, how academics responded to these changes and the impact of these changes upon the nature of academic work and organisations. The research undertaken was in the form of a multiple-embedded case study using semi-structured interviews, observations, and document analysis as instruments to collect data. Interviews were conducted with 30 academics in three state universities in Indonesia. The findings demonstrate how Indonesian academics' work is moving away from their traditional functions and roles towards new prescribed roles revealing tensions between maintaining their existing identities and pressures from the external environment to adapt. Using Scott's notion of 'weapons of the weak' the study reveals how Indonesian academics have resisted and accommodated policy reform in ways that have taken largely discursive and unobtrusive forms. It is anticipated that the study will both contribute to a better understanding of the dynamics of academics' work lives as they encounter large scale reform, and offer guidance for policy makers in the formulation and enactment of relevant policy.

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Zakaria, Rusydy. "Overview of Indonesian Islamic Education: A Social, Historical and Political Perspective." The University of Waikato, 2007. http://hdl.handle.net/10289/2410.

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The aim of this study is to examine how the historical genealogy of Islamic educational tradition, particularly the tradition of teaching and learning, has contributed to the development of Islamic education in Indonesia. By drawing together in an analytic way a historically based description of the social and political circumstances surrounding Indonesian Islamic education, the study discusses some significant issues concerning the religious base, knowledge base, structural form, and the pedagogical approach of Indonesian Islamic education, all of which are important to the development of a modern form of Islamic education. The argument of the thesis is that the existing values of the Islamic tradition in education, particularly evident in Madrasah schools, provide a valuable basis for further developing and reconstructing an effective Islamic education system in Indonesia. However, there is also a strong need to construct an Islamic education curriculum in Indonesia that can meet the challenge posed by the circumstances generally understood as 'modernity'. The quality of teaching and learning in the Madrasah are very much influenced by the quality of the wider Islamic education programme. Any change in the curriculum of Islamic education will thus have significant effects on the quality of the Madrasah schools in Indonesia. This thesis will thus conclude by suggesting some implications for further development of Islamic education that arise from the study. This is a qualitative study using an historical genealogical approach to discover, understand and analyze the challenges currently facing Islamic education In Indonesia. The techniques for collecting data involved, primarily, a critical reading of historical and contemporary policy documents. Primary and secondary sources were also collected, studied and subjected to a critical reading in the production of this account of Indonesian Islamic education.

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Yeoh, Siok Cheng. "Umara-Ulama-Ummah relations and pesantrens in Aceh Province, Indonesia : a study of the challenges to the authority of a traditionalist kiyai /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/8907.

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Saluling, Detty M. "Basic education for poverty alleviation : community perspectives from South Sulawesi, Indonesia : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Masters of Development Studies /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/975.

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Sugeng, Bambang. "Attitudes of state senior high school students of Yogyakarta toward career choice, factors of career choice, career guidance program, and career guidance package outcomes in Indonesia /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261009022.

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Liauw, Toong Tjiek. "Institutional Repositories in the Indonesian Higher Education Sector: Current State and Future Prospect." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/73546.

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This research aims to provide the first detailed survey of various aspects of institutional repositories serving Indonesia’s higher education sector. This includes establishing the current state of implementation of repositories and their major characteristics, and assessing their future potential. The study adopts a mixed-methods research strategy. Methods employed are: 1) a longitudinal content analysis of university repository websites; 2) an online survey of Indonesian academics; and 3) interviews with stakeholders in three Indonesian universities.

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Masunah, Juju. "A case study of the multicultural practices of two United States dance educators implications for Indonesian K-9 dance education /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211764897.

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Diem, Chuzaimah Dahlan. "The relationships among teacher self-concept, multicultural education, and effectiveness in teaching reading as perceived by American and Indonesian teachers." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558377.

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The main purpose of the study was to investigate relationships between teacher Self-Concept and Self Effectiveness and to test whether Multicultural Education variables add significantly to a prediction model for teacher effectiveness.A factor analysis for a pilot study indicated four factors for Self-Effectiveness and seven for Multicultural Education. Samples of 146 American and 195 Indonesian teachers of reading responded to three instruments. The data were analyzed using multiple regression analysis, and eight null hypotheses were tested by applying associated F-statistics using an alpha level of .05.Findings1. Self-Concept was significantly related to all four factors of Self-Effectiveness for both samples.2. Subsets of the seven factors of Multicultural Education were found to significantly increase the explained variation for three factors of Self-Effectiveness for both samples.The combination of Self-Concept and Multicultural Education: Expectations and Responses increased the variation for three factors for Self-Effectiveness: Teacher as Person, Teacher-Learner Relationship, and Instructional Methods/Materials for the American sample. For the Indonesian sample, the addition of two factors for Multicultural Education: Awareness and Curriculum Instruction to Self-Concept increased the variation for two factors for Self-Effectiveness: Teacher as Person and Teacher-Learner Relationship. In the same sample, the combination of Self Concept and Multicultural Education: Awareness alone increased the variation for Self-Effectiveness: Teacher as a Classroom Manager. Because differences existed between the two samples with regard to variables that added significantly to the prediction model, possible explanations are provided.Conclusions and RecommendationsTeacher effectiveness can be partially explained by either Self-Concept alone or the combination of Self Concept and Multicultural Education dimensions. Findings suggest that attempts within teacher education programs for both countries should be made toimprove the teacher Self-Concept and to develop a better understanding of Multicultural Education.
Department of Elementary Education

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Esomar, Johannes. "Social studies in Indonesian secondary schools and the preparation of social studies teachers : perceptions of teacher educators of ten state teacher education institutes (IKIPs) /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114114164.

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Books on the topic "Education and state Indonesia"

Daniel, Suryadarma, and Institute of Southeast Asian Studies, eds. Education in Indonesia. Singapore: Institute of Southeast Asian Studies, 2013.

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Kartika, Shanti Dwi. Dinamika pendidikan di Indonesia. Jakarta: P3DI Setjen DPR Republik Indonesia dan Azza Grafika, 2012.

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Djojonegoro, Wardiman. Lima puluh tahun perkembangan pendidikan Indonesia. [Jakarta]: Departemen Pendidikan dan Kebudayaan, 1996.

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Indonesia: Preparing Indonesian youth for transition : issues and policy agenda for senior secondary education. Jakarta: Human Development, East Asia and Pacific Region, 2012.

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Education and politics in Indonesia, 1945-1965. Kuala Lumpur, Malaysia: University of Malaya Press, 1995.

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Samani, Muchlas. Rekonstruksi pendidikan: Kumpulan pemikiran tentang perlunya merekonstruksi pendidikan di Indonesia. Surabaya: Universitas Negeri Surabaya University Press, 2012.

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Yamin, Moh. Menggugat pendidikan Indonesia: Belajar dari Paulo Freire dan Ki Hajar Dewantara. Sleman, Jogjakarta: Ar-Ruzz Media, 2009.

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Nawawi, Hadari. Kebijakan pendidikan di Indonesia ditinjau dari sudut hukum. Yogyakarta: Gadjah Mada University Press, 1994.

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Nasional, Indonesia Departemen Pendidikan. Pembangunan pendidikan nasional, 2005-2008. Jakarta: Departemen Pendidikan Nasional, 2008.

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Nasional, Indonesia Departemen Pendidikan. Rencana strategis Departemen Pendidikan Nasional, 2005-2009. [Jakarta]: Pusat Informasi dan Humas, Departemen Pendidikan Nasional, 2007.

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Book chapters on the topic "Education and state Indonesia"

Gallagher, Mary. "State Islamic Universities and Education Curriculum Reform." In Islam, Education and Radicalism in Indonesia, 227–52. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003269229-14.

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Butt, Simon. "State Islamic Universities and Legal Curriculum Reform." In Islam, Education and Radicalism in Indonesia, 208–26. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003269229-13.

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Fogg, Kevin W. "State and Islamic Education Growing into Each Other in Indonesia." In Southeast Asian Education in Modern History, 178–93. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in the modern history of Asia ; 133 | Includes bibliographical references and index.: Routledge, 2018. http://dx.doi.org/10.4324/9781315161211-12.

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Tayeb, Azmil. "Overview of state functionalization of national education in Indonesia and Malaysia from the late 1800s to the present." In Islamic Education in Indonesia and Malaysia, 43–83. New York : Routledge, 2018. | Series: Routledge contemporary Southeast Asia series: Routledge, 2018. http://dx.doi.org/10.4324/9781351116862-2.

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Padmo, Dewi, Tian Belawati, Olivia Idrus, and Lidwina Sri Ardiasih. "The State of Practice of Mobile Learning in Universitas Terbuka Indonesia." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 173–90. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4944-6_9.

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Koswara, Jajah, and Muhammad Kamil Tadjudin. "Development and Impact of State Policies on Higher Education Research in Indonesia." In Higher Education, Research, and Knowledge in the Asia Pacific Region, 135–51. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230603165_7.

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Zamjani, Irsyad. "Educational Decentralisation and the Rise of the New Managerial State: The Case of Surabaya City." In The Politics of Educational Decentralisation in Indonesia, 209–45. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6901-9_7.

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Zamjani, Irsyad. "Educational Decentralisation and the Rise of the Neo-Patrimonial State: The Case of Kupang City." In The Politics of Educational Decentralisation in Indonesia, 173–208. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6901-9_6.

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Putranto, Widiatmoko Adi, Regina Dwi Shalsa Mayzana, and Emi Ishita. "Opening Access to Digital Collections: The State of Cultural Materials in Indonesian Higher Education Institutions." In From Born-Physical to Born-Virtual: Augmenting Intelligence in Digital Libraries, 231–40. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21756-2_19.

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Shiraishi, Takashi. "REWIRING THE INDONESIAN STATE." In Making Indonesia, edited by Daniel S. Lev and Ruth T. McVey, 164–79. Ithaca, NY: Cornell University Press, 2018. http://dx.doi.org/10.7591/9781501719370-010.

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Conference papers on the topic "Education and state Indonesia"

Kartika Sari, Dewi. "Debt, State-owned Enterprise, and Accounting Conservatism: Indonesia Evidence." In The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable 4.0 Industry”. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010170800002967.

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Herawati, Nunik Retno, Tri Joko Raharjo, Sugiyo, and Masrukhi. "Strategic Leadership in Governance of Legal Entity State Universities in Indonesia." In 6th International Conference on Science, Education and Technology (ISET 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211125.050.

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Tamtomo, Didik Gunawan, and Vitri Widyaningsih. "Determinants of Fertility in Indonesia: An Analysis from Basic Life Survey Data Year 2017." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.99.

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ABSTRACT Background: Indonesia is in the fourth position with the largest population in the world (274 million people) after China, India, and the United States. Currently, Indonesia is experiencing a demographic bonus and also has a high dependency ratio (46.6%). It resulting in heavy burdens that must be borne by the productive age population to finance the lives of the unproductive population. The high population in Indonesia is determined by the high number of children born alive. The purpose of this study was to examine the determinants of fertility in Indonesia. Subjects and Method: A cross-sectional study was conducted using Indonesian Population Demographic Survey year 2017. A sample of 49,627 reproductive women aged 15-49 years who had ever give birth was selected for this study. The dependent variable was fertility (based on number of children born alive). The independent variables were contaceptive use, contraceptive method, source of information, knnowledge toward contraception, history of birth delivery, and residence. The data were analyzed by path analysis run on Stata 13. Results: Fertility increased with traditional contraceptive use (b= 0.51; 95% CI= 0.41 to 0.61; p<0.001), information from government (b= 0.59; 95% CI= 0.46 to 0.72; p <0.001), low education toward contraceptive (b= 0.89; 95% CI= 0.49 to 1.29; p <0.001), birth delivery <1 year (b= 0.10; 95% CI= -0.05 to 0.25; p= 0.187), health assurance participant (b= 0.54; 95% CI= 0.44 to 0.64; p<0.001), living in urban area (b= 0.32; 95% CI= 0.22 to 0.41; p<0.001), hormonal contraceptive use (b= 0.08; 95% CI= -0.10 to 0.25; p= 0.408), and living in west Indonesian (b= 0.57; 95% CI= 0.47 to 0.66; p<0.001). Fertility decreased with family decision on contraceptive use (b= -0.31; 95% CI= -0.42 to -0.21; p<0.001), education ≥Senior high school (b= -1.25; 95% CI= -1.35 to -1.16; p<0.001), and high family wealth (b= -0.50; 95% CI= -0.60 to -0.40; p<0.001). Conclusion: Fertility increases with traditional contraceptive use, information from government, low education toward contraceptive, birth delivery <1 year, health assurance participant, living in urban area, hormonal contraceptive use, and living in west Indonesian. Fertility decreases with family decision on contraceptive use, education ≥Senior high school, and high family wealth. Keywords: fertility, basic health survey year 2017 Correspondence: Karlinda. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: karlindalinda8@gmail.com. Mobile: +6282278924093. DOI: https://doi.org/10.26911/the7thicph.03.99

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Syarif, Nurrohman, Tajul Arifin, and Sofian Al-Hakim. "Sharia in Secular State - The Place and Models for Practicing Islamic Law in Indonesia." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007104306920700.

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Asmawati, Yunita, Syamsuri, and Puput Ratnasari. "Industrial Revolution 4.0 Through the Tropical Forest: Empowering State Capability of Indonesia." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.249.

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Milhani, Yuhanida, Supardi Supardi, and Satriyo Wibowo. "Gender Equality Education in Social Studies Learning at State Junior High School 15 Yogyakarta Indonesia." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302480.

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Murni, Derita, and Marwan. "Effect of Performance and Financial Risks Banking on State Income in Indonesia Stock Exchange." In 4th Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200305.069.

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Ansar, Dr. "Implementation of Total Quality Management in Higher Education (A Case of State University of Gorontalo, Indonesia)." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.164.

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Cupian, Rien Muasia, and Eman Suparman. "The Influence of Macroeconomics Indicators to the Growth of State Islamic Bonds (Sukuk) in Indonesia." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.014.

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Muhammad, AR, Suhaimi, Jabaliah, Sulaiman, Zulkifli, and Ilham Zulfahmi. "Character Education, Student Mental Revolution, and Industry 4.0: The Case of State Islamic Senior High Schools in Indonesia." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.105.

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Reports on the topic "Education and state Indonesia"

Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.

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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.

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Bolton, Laura. Transition to Federal Health and Education Governance. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.096.

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This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.

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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.

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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.

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Akresh, Richard, Daniel Halim, and Marieke Kleemans. Long-term and Intergenerational Effects of Education: Evidence from School Construction in Indonesia. Cambridge, MA: National Bureau of Economic Research, November 2018. http://dx.doi.org/10.3386/w25265.

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Harvey, Barbara S. The Future of Indonesia as a Unitary State: Separatism and Decentralization. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada594235.

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Leon, Warren. Final Scientifc Report - Hydrogen Education State Partnership Project. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1034309.

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Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.

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Olken, Benjamin, Junko Onishi, and Susan Wong. Should Aid Reward Performance? Evidence from a Field Experiment on Health and Education in Indonesia. Cambridge, MA: National Bureau of Economic Research, March 2012. http://dx.doi.org/10.3386/w17892.

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