Relevant bibliographies by topics / Indonesian schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Indonesian schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Indonesian schools"

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Widiyanti, Retno, Yumna Rasyid, and Darmahusni Darmahusni. "THE USE OF ENGLISH INTRODUCTION LANGUAGE IN LEARNING IN MONTESSORI INDONESIA PRESCHOOL." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 2 (December 31, 2018): 168–71. http://dx.doi.org/10.21009/ijlecr.042.21.

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The use of English introduction language in learning has been found in educational institutions. Although this is very contrary to the law of kemendikbud that Indonesian must be used as the language of instruction in national education, but now it has developed rapidly schools that use English as the medium of instruction in the learning process, even starting from the level of preschool. This phenomenon occurs in the Preschool Indonesia is Montessori Preschool Indonesia where the school includes public schools. This school is a school that uses the English language of instruction, located in the sub-district of Matraman Jakarta Timur among other schools. Preschool Indonesia Montessori was established in 2005. Montessori Indonesia's preschool already uses English as the language of instruction in its early learning. Since its inception this school has produced graduates of students who are independent and confident in communicating using English. In addition, Montessori's Indonesian preschool uses Montessori's method of learning. This is what distinguishes with the existing preschool.
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Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.

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The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.
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Zuhdi, Muhammad. "Challenging Moderate Muslims: Indonesia’s Muslim Schools in the Midst of Religious Conservatism." Religions 9, no. 10 (October 11, 2018): 310. http://dx.doi.org/10.3390/rel9100310.

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Muslim schools are an important element of education in Indonesia. The school was in place long before Indonesia’s independence in 1945. Schools educate Indonesian Muslim children to understand and practice religion while promoting a sense of nationalism. Thanks to Muslim schools, Indonesian Muslims are recognized as being moderate. Recently, however, the moderate nature of Indonesian Islam is challenged by the spirit of conservative Islam. The question is how Muslim schools play their roles in the discourse of moderate versus conservative Muslims. This study identified five issues that are largely discussed among Indonesian Muslims: Islam and state, Muslims–non Muslims relations, non-mainstream Islam, gender, and media. Knowing that there is a strong relationship between society and education, i.e., religious education, it is important to see the relationship between schools and society including how the current conservative trend in Indonesian Islam is being taught at schools. This study explored how the curriculum of (Islamic) religious education potentially contributes toward the development of Indonesian conservative Muslims and how religious education teachers view sensitive issues concerning conservative Islam. To answer these questions, the analysis of religious education curricula and the interviewing of teachers serve as the primary methods of data collection. Four religious education teachers from different provinces of Indonesia were interviewed to reveal their opinions on various religion-related issues. This paper discusses how Islamic education in Indonesia has been designed to present moderate Islam but, at the same time, faces a number of challenges that try to turn religious education into conservative religious doctrines.
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Faizuddin, Ahmad, Tumin An-Nuaimy, and Muhammad Irzal. "An Analysis of Factors Influencing Parents in the Selection of Schools." TARBIYA: Journal of Education in Muslim Society 3, no. 1 (June 21, 2016): 90–95. http://dx.doi.org/10.15408/tjems.v3i1.3398.

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Abstract Sekolah Indonesia Kuala Lumpur (SIKL), as an International school provided by the government of Indonesia is not a favourite among Indonesian parents living in Malaysia. They prefer to send their children to other International or Islamic-based schools. It results in a big question on what are their reasons behind such decision. Thus, the aim of this study is to explore the experiences of Indonesian parents living in Kuala Lumpur, Malaysia, regarding their reasons of not choosing Indonesian School for their children. For the purpose of this research, a case study approach was adopted. Using in-depth interviews, three Indonesian parents who live in Malaysia and opt for other International schools were selected. The data of the interviews were analysed and categorized based on unique themes. The result of an interpretive analysis found that parents’ reasons are demonstrated in three interrelated themes: (1) The need of specific curriculum, (2) The lack of creative teaching methods used in Indonesian School, and (3) The less strategic location of Indonesian School. As a final point, this paper provides an insight analysis of parents’ reasons and some recommendations for improvement. Abstrak Sekolah Indonesia Kuala Lumpur (SIKL), sebagai sekolah Internasional yang disediakan oleh pemerintah Indonesia, tidaklah favorit di antara orang tua Indonesia yang tinggal di Malaysia. Mereka lebih memilih untuk mengirimkan anak-anak mereka ke sekolah Internasional lain atau sekolah Islam. Hal ini membuat pertanyaan besar kepada apa alasan mereka di balik keputusan tersebut. Penelitian ini bertujuan untuk menyelidiki pengalaman orang tua Indonesia yang tinggal di Kuala Lumpur, Malaysia, terkait dengan alasan mereka tidak memilih sekolah Indonesia bagi anak-anak mereka. Untuk tujuan penelitian ini, pendekatan studi kasus dilakukan. Menggunakan wawancara mendalam, tiga orang tua Indonesia yang tinggal di Malaysia dan memilih sekolah internasional lain dipilih. Data wawancara dianalisis dan dikelompokkan berdasarkan tema-tema khusus. Hasil interpretasi analisis menemukan bahwa alasan orang tua tergambarkan pada tiga item: (1) kebutuhan kurikulum tertentu, (2) kurangnya metode mengajar kreatif yang digunakan di sekolah Indonesia, dan (3) kurang strategis dari lokasi sekolah Indonesia. Akhirnya, tulisan ini memberikan analisis wawasan tentang alasan orang tua dan rekomendasi untuk peningkatan. How to Cite : Faizuddin, A. An-Nuaimy, T. Irzal, M. (2016). An Analysis of Factors Influencing Parents in the Selection of Schools. TARBIYA: Journal Of Education In Muslim Society, 3(1), 90-95. doi:10.15408/tjems.v3i1. 3398. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.3398
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Eulie, Joseph. "Indonesian Educators Compare Schools, Education In U.S. and Indonesia." NASSP Bulletin 71, no. 496 (February 1987): 90–98. http://dx.doi.org/10.1177/019263658707149611.

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Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih, and M. Rosyidi. "Teaching Rural Indonesian Schools Students: Effective Strategies." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (May 23, 2018): 231. http://dx.doi.org/10.18415/ijmmu.v5i2.333.

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“Building Indonesia from the periphery by strengthening the regions and villages within the framework of a unitary state” is the third agenda of Nawacita (Nine priorities of national development agenda). This commitment reflects the current Indonesian government's concerns that prioritize development in the disadvantaged, outermost, and frontier regions (3T). It is implemented in various programs, one of which is the SM-3T program enacted by the Ministry of Research, Technology, and Higher Education of Indonesia. The SM-3T, which stands for Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (Graduates Educating in the Disadvantaged, Outermost, and Frontier Regions), is a year program for teacher education graduates to teach in rural areas of Indonesia. This study aims to investigate teaching strategies used by SM-3T teachers in rural Indonesian schools. This research employs a narrative case study. The techniques of data collection comprise questionnaire and in-depth interview. This study can extend the existing knowledge about ELT in rural Indonesian schools, especially teaching strategies, and to improve teachers’ professionalism as they could experience conditions in rural Indonesian schools which are different from the conditions in urban schools.
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Sheehy, Kieron, Budiyanto, Helen Kaye, and Khofidotur Rofiah. "Indonesian teachers’ epistemological beliefs and inclusive education." Journal of Intellectual Disabilities 23, no. 1 (July 6, 2017): 39–56. http://dx.doi.org/10.1177/1744629517717613.

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A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers’ type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers’ epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts.
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Baskoro, Gading, Bun Sucento, and Linus Pasasa. "THE ASEAN ECONOMIC COMMUNITY IMPLEMENTATION ASEAN HIGHER EDUCATION SECTORS : AN ANALYSIS OF THE COMPETITIVENESS OF INDONESIAN PRIVATE BUSINESS SCHOOLS." Emerging Markets : Business and Management Studies Journal 1, no. 1 (July 5, 2018): 40–61. http://dx.doi.org/10.33555/ijembm.v1i1.75.

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The primary purpose of this research is to identify the competitiveness position of Indonesian private business schools in the ASEAN region in facing ASEAN Economic Community in 2015. This research also tries to identify strategies for Indonesian private business schools in facing the era of ASEAN Economic Community. SWOT analysis is used as the base of this research. AACB's accreditation standards are use for determining factors driven the most to the competitiveness of Indonesian private business schools, while five factors of students' choice are used to determine the strongest factor that influence ASEAN students' business school choice. Questionaires were distributed to Indonesian private business schools' lecturers and business school students in ASEAN region. After the data was gathered, AMOS Software is used to provide Structural Equation Modeling (SEM) and Path Diagram. Results from this study shows that Indonesian private business schools are in the Cell 3 of SWOT analysis diagram. "Participant Standards" is the factor that drives the most to the competitiveness of Indonesian private business school and "Overall Reputation" is the strongest factor that influences ASEAN students' business school choice. The research shows that Indonesian should support turnaround -oriented strategies by fulfilling AACSB's Participants Standards and improving their reputation in the ASEAN region.
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Maskur, Abu. "Penguatan Budaya Literasi di Pesantren." IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam 2, no. 01 (July 31, 2019): 1–16. http://dx.doi.org/10.37542/iq.v2i01.21.

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Islamic boarding school is the oldest Islamic education institution in Indonesia. The yellow book which is a compulsory curriculum is the root of literacy culture in Islamic boarding schools. The development of technology and information is one of the reasons for the decline in literacy in Indonesian society, including in Islamic boarding schools. Thus, strengthening the literacy culture in Islamic boarding schools needs to be done.
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Siswadi, Yakobus, Grace Solely Houghty, and Triulan Agustina. "Implementation of the CIPP evaluation model in Indonesian nursing schools." Jurnal Ners 14, no. 3 (January 2, 2020): 126. http://dx.doi.org/10.20473/jn.v14i3.17046.

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Introduction: The implementation of the Indonesian National Nursing Competency Test (INNCT) has faced several challenges, especially related to the low pass rate. The pass rate has decreased over time, but the number of examinees has increased. The aim of this study was to evaluate the nursing schools’ performance in INNCT using the Context Input Process Product (CIPP) evaluation model.Methods: A quantitative description was used in this study. The Performance Evaluation of Nursing Program Questionnaire based on CIPP was developed and used to collect the data. The participants in this study were faculty members and alumni from the nursing schools that were a member of AINEC within region V. The variables of this study were the nursing school pass rate and the school’s performance.Results: 320 participants were involved in this study. The passing rate of the nursing school in INNCT was in the moderate category. The CIPP evaluation shows that out of the four aspects, there were two (2) aspects, namely “context and input” that were in the category of having met the requirements and two (2) aspects, namely “process and product”, were in the category exceeding the requirements.Conclusion: Nursing schools have fulfilled the government regulation based on the CIPP evaluation and the nursing schools need to make a strategic plan to improve their performance and to increase their pass rate in INNCT.
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Dissertations / Theses on the topic "Indonesian schools"

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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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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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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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Kholis, Nur. "The potential for the prophet Muhammad's teaching of love to improve the culture of leadership in Indonesian Islamic schools /." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79782.

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The primary purpose of this thesis is to offer an approach to building a culture of leadership based on the Prophet Muhammad's teaching of love in Islamic schools. Since people are strongly motivated by values they deeply adhere to, the paradigms used as rationale for this study embody views of leaders as motivators and values transformation as their main task. The thesis holds the view that the Prophet Muhammad's teaching of love needs to be cultivated in an Islamic school community. The thesis presents discussion on transrational values as the contributing factor to this view, and the main argument centres on the discussions of the Prophet Muhammad's teaching of love and its applications in developing a culture of leadership in Islamic schools.
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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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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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Rifai, Nurlena. "The emergence of elite Islamic schools in contemporary Indonesia : a case study of Al Azhar Islamic school." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=108895.

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This study addresses the phenomenon of elite Islamic schools in Indonesia by focusing on Al Azhar Islamic High School in Jakarta. Taking as its starting point the evolution and expansion of Islamic educational institutions in contemporary Indonesia, particularly since the 1970s, it examines the emergence of elite Islamic schools and identifies the unique characteristics that attract many urban, middle-class Muslims to send their children to these schools. In addition, this study attempts to address the lack of research on the history of Islamic education in Indonesia between the years 1970 and 2000. A review of past studies demonstrates that this period has not been critically examined enough.
Cette étude adresse le phénomène des écoles islamiques d'élite en Indonésie en focalisant sur l'école islamique secondaire Al Azhar à Jakarta. Partant de l'évolution et l'expansion des institutions éducationnelles islamiques en Indonésie contemporaine, particulièrement depuis les années 70, elle examine la montée des écoles islamiques d'élite et identifie les caractéristiques uniques qui poussent plusieurs musulmans urbains de classe moyenne à envoyer leurs enfants à ces écoles. De plus, cette étude tend à adresser le manque de recherche sur l'histoire de l'éducation musulmane en Indonésie entre les années 1970 et 2000. Un examen des études existantes à ce sujet montre que cette période n'a pas été suffisamment scrutée. [...]
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Atwell, Alison. "The impact of a leadership training program on school based management and school community action in Praya Barat Daya, Lombok, Indonesia." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00003192/.

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[Abstract]: Indonesia decentralized its education system in January 2001 requiring all schools to become self managing at their local level. Training was put in place to assist schools with tasks that would facilitate this process such as writing School Development Plans and establishing the newly mandated School Committees. However no specific plans emerged to provide schools with training in educational leadership. Understandingand practising leadership goes hand in hand with understanding the nuances of decentralization. A different style of leadership is required to make sense of decentralization, a style of leadership that does not rely upon top-down authority but instead shares leadership across the school community and encourages leadership to emanate from below. In 2004 a leadership training project was undertaken in three rural school communities in Central Lombok. Its purpose was to consider the emergence of new leadership practices when schools are given the opportunity to be involved in leadership training across a six month period. The leadership training project was attached to a current Aid project to gauge the appropriateness of including a leadership training program in future Aid projects. Within Indonesia Aid projects from a range of international donors are a frequent source of enhancing physical and teaching and learning environments in schools. The leadership training project commenced with a two day live in workshop followed by six months in-school experience, which involved school and individual projects to practise leadership. The design included six-weekly site visits and all participants maintained a weekly reflective journal. The data collected was presented in the form of case studies of each of the three schools, which were subsequently used to inform a Report presented tothe Indonesian Ministry of National Education. Findings presented in this Report affirm that a leadership training program of this nature does provide a valuable way forward through training in school leadership practices that allow school communities to effectively work within a school based management environment. This Report recommended that the trialled leadership training program would be a valuable inclusion in future educational AID projects throughout Indonesia.ii
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Rifai, Irfan. "Violence in an urban Indonesian high school." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/15579/.

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The purpose of this study is to examine the students’ perceptions of violence in an urban Indonesian high school. An ethnographically-informed case study is employed in an attempt to understand the students’ day-to-day life within the school environment and its influence on the construction of the students’ understanding of school violence. Drawing from participant observations over more than 6 months, personal interviews with 4 key students and 4 teachers, 5 focus group discussions, 15 selected students’ diaries, YouTube, Facebook, blogs and BlackBerry Messengers, this study presents some key findings in relation to the students’ perceptions of violence. First, school violence is associated with masculinity. Toughness and physical prowess are perceived to be the male characteristics which should be performed through school violence. Showing male characteristics through school violence is crucial to avoid the stigma of being banci or she-male – an unacceptable gender representation in Indonesian society. Second, school violence is crucially perceived by the students to be about identity, either in conjunction with the self, a group or institutional identity. Third, school violence is seen as a medium to construct social capital – strong connections, trustworthiness and reciprocity. This study argues that the students’ positive perceptions of violence are influenced by the dynamic of social and cultural practices within the educational environment. The segregation of school facilities, the designed place for hanging out, the communication patterns among the students and the overt hierarchical system between juniors, seniors and alumni regulated by the students’ norms are clear factors in this. This study, therefore, reiterates the view that attempts to control school violence should focus beyond the boundary of the individuals per se; it should consider the social, cultural and institutional context.
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Books on the topic "Indonesian schools"

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Indonesian education: Teachers, schools, and central bureaucracy. New York: Routledge, 2005.

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Suryadi, Ace. Improving the educational quality of primary schools: Assessment of school quality and student's achievement in Indonesian primary schools. Jakarta, Indonesia: Center for Informatics, Office of Educational and Cultural Research and Development, Ministry of Education and Culture, 1990.

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Sigit, Sardjono. National education for the ethnic Chinese Indonesian: Subsequent to the prohibition of Chinese schools in Indonesia. Jakarta: Ministry of Education and Culture, Directorate General of Primary and Secondary Education, Directorate of Private Schools, 1993.

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Suryadarma, Daniel. The determinants of student performance in Indonesian public primary schools: The role of teachers and schools. Jakarta: SMERU Research Institute, 2004.

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Meesook, Oey Astra, ed. School enrollment in Indonesia. Washington, D.C., U.S.A: World Bank, 1985.

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Feder, Gershon. Sending farmers back to school: The impact of farmer field schools in Indonesia. Washington, D.C: World Bank, 2003.

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The Indonesian school principal: Broadening responsibility. Jakarta, Indonesia: Center for Informatics, Office of Educational and Cultural Research and Development, Ministry of Education and Culture, 1992.

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Kuegler, Sabine. Child of the Jungle. New York: Grand Central Publishing, 2007.

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Child of the jungle. London: Virago, 2007.

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Mission schools in Batakland (Indonesia), 1861-1940. Leiden: E.J. Brill, 1994.

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Book chapters on the topic "Indonesian schools"

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Keilbart, Patrick. "How to Be a Good Disciple (to a Martial Arts Master): Critical Reflections on Participation and Apprenticeship in Indonesian Pencak Silat Schools." In Theory and History in the Human and Social Sciences, 233–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20831-8_21.

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Nurhayati, Dina Anika Marhayani, Chih-Hung Chang, and Marja Naaranoja. "Math Anxiety Analysis in Indonesian Elementary School." In Communications in Computer and Information Science, 292–301. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20798-4_25.

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Amirrachman, Alpha, Saefudin Syafi’i, and Anthony Welch. "Decentralising Indonesian Education: The Promise and the Price." In Decentralisation, School-Based Management, and Quality, 141–57. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2703-0_8.

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Fitriati, Sri Wuli. "English Bilingual Education in an Indonesian Public School." In Educational Innovations and Contemporary Technologies, 87–102. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137468611_6.

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Hefner, Claire-Marie. "Aspiration, Piety, and Traditionalism Among Indonesian Islamic Boarding School Girls." In Anthropological Perspectives on Student Futures, 69–81. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54786-6_5.

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Nurdin, Nurmalahayati, Irina Rafliana, Sri Hidayati, Rina Suryani Oktari, and Riyanti Djalante. "Integrating Disaster Risk Reduction and Climate Change Adaptation into School Curricula: From National Policy to Local Implementation." In Disaster Risk Reduction in Indonesia, 213–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54466-3_8.

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Zulkardi and Ratu Ilma Indra Putri. "New School Mathematics Curricula, PISA and PMRI in Indonesia." In Mathematics Education – An Asian Perspective, 39–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6312-2_3.

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Sperandio, Jill. "Gender-related implications of the reform of school leadership in Indonesia." In Routledge International Handbook of Schools and Schooling in Asia, 774–85. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The Routledge international handbook series: Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-72.

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Bisri, Mizan Bustanul Fuady, and Aiko Sakurai. "Disaster Education and School Safety Governance after the 2004 Indian Ocean Tsunami in Indonesia: From National Policy to Local Implementation." In Disaster Risk Reduction in Indonesia, 189–212. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54466-3_7.

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Palmer, Gillian, and Itje Chodidjah. "Training the Pesantren: Intercultural Materials for Islamic Boarding Schools in Indonesia." In Innovating EFL Teaching in Asia, 35–48. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230347823_4.

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Conference papers on the topic "Indonesian schools"

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Syahrul, Fariani, Chatarina Umbul Wahyuni, Hari Basuki Notobroto, and Eddy Bagus Wasito. "Reviving School Food Safety Teams at Elementary Schools Based on the Quality of Street Foods." In Indonesian Health Economics Association. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007030203470349.

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Hariani, Lilik Sri, Endah Andayani, and Onik Farida Nikmatullah. "Entrepreneurial Interest in Indonesian Vocational Schools." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.44.

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Boeriswati, Endry. "Platinum Model in Indonesian Language Learning for Elementary Schools." In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.58.

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Saputra, Ragil, Nauli Isnaini, Satriyo Adhy, Nurdin Bahtiar, Zaenal Abidin, and Edy Suharto. "Factors Influencing Student’s Adoption of ELearning in Indonesian Secondary Schools." In 2020 4th International Conference on Informatics and Computational Sciences (ICICoS). IEEE, 2020. http://dx.doi.org/10.1109/icicos51170.2020.9299109.

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Muzaki, Ferril Irham. "Game Development for Indonesian Language Evaluation Materials in Elementary Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.024.

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Muzaki, Ferril Irham. "Pascal Programming in Neural Data Server for Indonesian Elementary Schools." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.213.

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Poerwanti, Jenny IS, St Y. Slamet, Ahmad Syawaludin, Retno Winarni, and Muhammad Ismail Sriyanto. "Assessment for Learning (AfL) in Indonesian Learning in Primary Schools." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3452205.

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Irvan, Muchamad, and Muhammad Nurrohman Jauhari. "The Accessibility of Inclusive Schools in Surabaya." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.39.

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Putri, Dwi Chyntia, and Nasiwan. "Harmony in Diversity: The Implementation of Multicultural Education at Indonesian Schools." In Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.035.

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Jawas, Umiati, Riza Weganova, Ayu Liskinasih, and Rizky Lutviana. "Authentic Assessment versus External Examination for Instructional Improvement in Indonesian Schools." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007418902620268.

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Reports on the topic "Indonesian schools"

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Heyward, Mark, Robert Cannon, and Sarjono. Implementing School-Based Management in Indonesia. Research Triangle Park, NC: RTI Press, October 2011. http://dx.doi.org/10.3768/rtipress.2011.op.0006.1109.

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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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Beatty, Amanda, Emilie Berkhout, Luhur Bima, Thomas Coen, Menno Pradhan, and Daniel Suryadarma. Indonesia Got Schooled: 15 Years of Rising Enrolment and Flat Learning Profiles. Research on Improving Systems of Education (RISE), November 2018. http://dx.doi.org/10.35489/bsg-rise-wp_2018/026.

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Duflo, Esther. The Medium Run Effects of Educational Expansion: Evidence from a Large School Construction Program in Indonesia. Cambridge, MA: National Bureau of Economic Research, January 2002. http://dx.doi.org/10.3386/w8710.

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Duflo, Esther. Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment. Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7860.

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Martini, Endri, U. Saad, Y. Angreiny, J. M. Roshetko, H. Gunawan, H. T. Maulana, G. Suganda, G. Dwipayana, L. O. Erwin, and A. Hadedi. Agroforestry and Forestry in Sulawesi series: Evaluation of the Agroforestry Farmer Field Schools on agroforestry management in South and Southeast Sulawesi, Indonesia. World Agroforestry Centre (ICRAF), 2016. http://dx.doi.org/10.5716/wp16002.pdf.

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