Academic literature on the topic 'Indonesian students Attitudes'

Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students’ attitudes towards science. This research aimed to examine students’ attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students’ attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students’ attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. Keywords: academic level, gender, middle school, primary school, science attitude.

Obviously listening improves speaking skills. Polytechnic graduates are to have business transaction skills. Meanwhile, the time allotment for English class sessions is limited. Therefore, the teachers are to promote students’ autonomous learning through listening. This study investigates how the students major in commerce at an Indonesian polytechnic complete listening tasks and attitudes toward the acquisition of listening skills. Training on how to complete the listening activities through shadowing was carried out with 43 students. A questionnaire was distributed to find out the students’ views on the suggested listening activities and their opinions to improve them. The study found students’ preferences in practicing listening; most employed 1 or 2 or 3 steps. Most include initial listening, reading, and one of the types of shadowing - silent shadowing with reading or synchronized shadowing or prosody shadowing. None of the students was interested in doing silent shadowing. They admitted that their listening most improved their pronunciation and enriched vocabulary. They expected more lecturer engagement in controlling their listening activity. By better understanding the students’ needs and opinions, strategies to encourage autonomous learning can be improved.

Being able to speak more than one language is beneficial; especially for Indonesian people, those who can speak English are supposed to be bilingual and multilingual. Accordingly, they should speak at least three languages: the Indonesian language, English, and their mother tongue or local language such as Javanese, Sundanese, Bataknese, and so forth. Unfortunately, fewer and fewer Indonesian people speak their regional languages/mother tongue because they have been shifted into Indonesian, especially when children start school. This paper thus investigates language attitudes of university students toward their regional languages, Indonesian and English: how they value those languages, and their use of the languages. To answer those questions, the writer distributed a questionnaire to 22 students from three universities in Jakarta and conducted some interviews with five of the participants. The results indicate that all students have positive attitudes toward those languages. However, the positive attitudes toward the regional languages are not congruent with the language use. Lacking regional language users and its exposure is why students feel difficult to apply their regional language. As for the Indonesian language, it is the most valued and used as the unifying national language. The English language is considered more comfortable for those who can speak English because there is no difference for language users to talk to their interlocuter’s level. For example, in English, the pronoun “you” can be referred to anyone regardless of their age or status. In Indonesian, we have to differentiate between Kamu (you) and Anda (you) depending on whom we talk to. To our parents, we cannot say Kamu nor Anda; but we mention it daddy or mommy, and the like. Finally, while the Indonesian government has successfully implemented Indonesian as the unifying language of the nation (Paauw, 2009), the government is also expected to encourage more on the use of regional languages into the school curriculum to enforce its usage.

This research aimed to explore language attitudes of Indonesian EFL learners towards English and Indonesian and studied the relationship of language attitudes in terms of educational background and study programs. A total of 256 Indonesian participants, randomly selected from five universities (two public, three private), answered a two-part questionnaire (Language Background Questionnaire and General Language Attitudes Survey). The analyses of the data expose that the participants alleged to the positive attitudes towards English as they were stimulated to learn the language, and appreciated their English skill as a means to attain better study or work opportunities, meanwhile in view of their native language-Indonesian superior to English. As a result, the study infers that the participants had a positive attitude of Indonesian identity with a positive reception of the importance of the English language. English is significant not only as an international language but also considered as an important language along with Indonesian language in education and profession. This study is a part of a major research project written by a team of researchers from Sanata Dharma University, Yogyakarta Indonesia. The first article investigated relationship the students language attitudes, gender and socio-economic status (ParadewariMbato, 2018). The second article looks into language attitudes and language orientation (Kharismawan Mbato, in press). A similarity will be found across the three articles in terms of data on students language attitudes.DOI: doi.org/10.24071/llt.2018.Suppl2107

Background: Oral health knowledge, attitudes and behaviors possessed by dental students become provisions in the education and promotion of oral health in the community. Purpose: This study aims to analyze the oral health knowledge, attitudes and behavior of Indonesian dental students in East Java province based on gender and educational stage. Methods: This research is a cross-sectional study using an online questionnaire distributed to dental students at five dental faculties in East Java. 169 respondents in this study completed an online HU-DBI questionnaire with a choice of answers to agree or disagree about the description of oral health knowledge, attitudes, and behavior. Results: Female students have a higher level of knowledge and oral health behavior than the opposite sex with a significance value of <0.001 and 0.05, respectively. There was a significant correlation between knowledge and attitude with a significance level of 0.030 and a correlation between knowledge and behavior with a significant number of 0.037. Conclusion: Female dental students had better oral health knowledge and behavior than male dental students. There is no relationship between the education stage and oral health knowledge, attitudes and behaviour. Further, we found positif association between oral health knowledge and attitudes towards behaviour.

This study aimed to examine students’ attitudes toward Indonesian language from public and private universities in Indonesia. Additionally, this study examined what aspects are considered unfavorable or adverse from students' attitudes towards the Indonesian language. The online questionnaires with 30 statements were used to collect the data from 812 students from public universities and 705 students from private universities. The instrument's validity was carried out by two methods of testing, namely the content validity test and the testing. The data were analyzed by using descriptive statistics with Independent T-test sample test. The findings revealed that students' attitudes towards Indonesian both from state universities and private universities were both in a good category, and there was no difference in the results of the different test attitudes with a significance value of 0.970. In terms of the aspects of loyalty and pride towards Indonesian, it was in a sufficient category. The findings also indicated that students’ attitudes in public and private universities were categorized as sufficient. For this reason, lecturers who teach the Indonesian personality development course further foster students’ awareness to be loyal and proud of the Indonesian language by prioritizing Indonesian in every academic activity. It is necessary to develop a sense of loyalty, pride, and awareness of norms towards the Indonesian language even higher.

This study aimed to describe the students’ language attitudes toward Indonesian language course and its implication in higher education. This research method was a case study. The participants in this study were 92 students of Faculty of Literature at Universitas Muslim Indonesia Makassar. The data were collected by using a questionnaire technique which developed by three indicators such as loyalty attitude, pride attitude, and awareness of language norms. The data collected was analyzed statistically by using SPSS program and the results were converted into four attitude categories; very positive, positive, positive enough, and negative. The results showed that, overall, the students’ attitude toward Indonesian language was in very positive category (68% of students numbe,r). Definitely, the students’ loyalty attitude was in the very positive category (77% of students number), the pride attitude was in the very positive category (61% of students number), and students’ awareness of language norms was in a positive category (70% of students number). Furthermore, the results of this study implied to be considered to the development of teaching Indonesian language becomes more creative and innovative and the development of qualified coursebook of Indonesian Language in higher education which suitable with current development.

Today the use of Indonesian well and properly in sudents' communication declines. The declining spirit of using Indonesian well and properly is currently an important topic to be studied. This study aimed to describe the attitude of using Indonesian language and the factors that causes of students' language attitudes SMA Negeri 1 Metro. The technique of collecting data is by using questionnaire. The data were processed and analyzed by using a qualitative approach. The results showed that students' attitudes in Indonesian language is still quite good. This is evidenced by the answers of all respondents who feel proud to be able to speak Indonesian and 95% of respondents would continue to study the Indonesian although they have already mastered several foreign languages. The dominan factor that causing the attitude of students' language is experience as proved by the responses to questionnaires which mostly have a percentage above 80%.AbstrakDewasa ini penggunaan bahasa Indonesia yang baik dan benar dalam komunikasi siswa dirasa semakin berkurang. Menurunnya semangat untuk menggunakan bahasa Indonesia secara baik dan benar saat ini menjadi topik yang penting untuk dikaji. Penelitian ini bertujuan untuk mendeskripsikan sikap berbahasa Indonesia dan faktor penyebab sikap berbahasa siswa SMA Negeri 1 Metro. Teknik pengumpulan data dengan cara kuisioner. Data diolah dan dianalis menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa sikap berbahasa Indonesia siswa masih cukup baik. Hal tersebut dibuktikan dengan jawaban seluruh responden yang merasa bangga bisa berbahasa Indonesia dan 95% responden akan terus mempelajari bahasa Indonesia walaupun sudah menguasai beberapa bahasa asing. Faktor penyebab sikap berbahasa siswa yang paling dominan adalah faktor pengalaman yang dibuktikan dengan jawaban kuesioner yang sebagian besarnya memiliki persentase di atas 80%.

Penelitian ini bertujuan (1) mendeskripsikan hubungan prestasi belajar Bahasa Indonesia terhadap sikap nasionalisme mahasiswa Universitas Teuku Umar, (2) mendeskripsikan prestasi belajar bahasa Indonesia mahasiswa Universitas Teuku Umar, (3) melihat hubungan sikap nasionalisme dan prestasi belajar Bahasa Indonesia mahasiswa Universitas Teuku Umar. Metode yang digunakan adalah metode deskriptif kuantitatif. Suatu metode yang menggambarkan suatu pengetahuan yang menggunakan data berupa angka sebagai alat untuk menemukan keterangan mengenai apa yang ingin diketahui. Hasil analisis data menunjukkan bahwa tingkat hubungan prestasi belajar Bahasa Indonesia terhadap sikap nasionalisme mahasiswa Universitas Teuku Umar berada pada kategori sangat rendah yaitu r hitung sebesar 0,161 pada tingkat taraf signifikasi 5% adalah 0,273. Dengan demikian, hipotesis nihil (H0) diterima, sedangkan hipotesis alternatif (H1) ditolak, artinya bahwa tidak ada hubungan yang signifikan antara prestasi belajar Bahasa Indonesia dengan sikap nasionalisme mahasiswa pada Universitas Teuku Umar. Abstract This study aims to (1) describe the relationship of learning achievement Indonesian to the nationalism attitudes of Teuku Umar University students, (2) describe the learning achievements Indonesian Teuku Umar University students, (3) see the relationship between nationalism attitudes and learning achievements Indonesian Teuku Umar University students. The method used is a quantitative descriptive method. The results of the data analysis showed that the level of relationship between learning achievement Indonesian to the nationalism attitude of Teuku Umar University students was in the very low category, namely 0.161 at the 5% signification level was 0.273. Thus, the null hypothesis (H0) is accepted, while the alternative hypothesis (H1) is rejected, meaning that there is no significant relationship between learning achievement Indonesian and the attitude of student nationalism at Teuku Umar University.

Students' religious attitudes towards the state are still considered low, and there are even some students who refer to the state as toghut. However, the student's religious moderation is actually the key in realizing tolerance both at the national and international levels. The purpose of this study is to investigate the perspective of the moderate group of students on national commitment in Islamic universities. This study uses a qualitative method of descriptive analysis with data collection techniques in the form of interviews, observations, and document studies. The results showed that religious moderation among students of Islamic Religious Education, Faculty of Islamic Religion, Muhammadiyah University, Jakarta, did not have a negative connotation. Students have a tawasuth attitude that is not extreme left and right and more open in accepting religious arguments.

Previous studies have found that learning mathematics in English, where English is a non-native language for students is challenging. Most of the studies have been conducted in countries where English was either a native or second language. Few studies have been conducted in countries where English is a foreign language. More specifically, investigations on aspects of code-switching practice, obstacles and attitudes in learning mathematics in English are still limited. This study attempts to provide evidence on learning mathematics in English as a foreign language by focusing on these three main aspects. The current study was conducted in Indonesian International Standard Schools (ISS), where mathematics is learned in English. A mixed-methods approach was adopted in this study by employing an explanatory research design, sequentially performing surveys, classroom observations and interviews. The survey was distributed to 214 grade-seven students to ask about mathematical term challenges and attitudes towards learning mathematics in English. The classroom observations and interviews with 34 students were conducted in order to compare and contrast survey findings, explore code switching practices, identify the source of challenges for students and discover the resultant impact on attitudes. This study reveals several novel findings. Firstly, code switching by students exists in the ISS context in order to maintain the communication in both informal and formal academic conversations. This practice is influenced by cognitive, affective and social factors. While previous literature found that code-switching is a common feature in learning mathematics in a second language, the findings of the current study found that code switching also exists when students learn mathematics in a foreign language. Secondly, three main sources of difficulty were identified for students when learning mathematics in English: the characteristics of mathematical terms, the complexity of mathematical concepts, and the status of English as a foreign language. Limited English competencies appear to be the main source of difficulty in mastering concepts and mathematical terms. Finally, students in ISS schools in Indonesia have positive attitudes towards learning mathematics in English. These positive attitudes are mostly influenced by code-switching and their beliefs in the value of English. In conclusion, the current study identified (i) the importance of code-switching practices in learning mathematics in a foreign language, (ii) the potential sources of obstacles and (iii) the significant contribution of students’ attitudes have on overcoming these obstacles. An important practical implication is that code switching by students is to be encouraged when learning mathematics in a foreign language. Such practice increases students communication in the classroom and facilitates their understanding of mathematical concepts and terms. This practice also influences their attitudes because it can diminish their anxiety in learning mathematics in English. In terms of future research, the relationship between code switching and students’ attitudes needs to be investigated across Indonesia as well as in other non-English speaking countries. Studies with larger sample sizes across different countries would also enable corroboration and generalization of findings.

This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.

This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.

One purpose of the present study was to validate a modified version of the What is Happening In This Class? (WIHIC) questionnaire and the Test of Science Related Attitude (TOSRA) in both Australia and Indonesia. It was the first classroom environment study that used the two above questionnaires simultaneously in these two countries. The second aim of this study was to find out whether the scores on the WIHIC questionnaire and TOSRA vary with country and with gender. The third and final aim of this study was to evaluate the strength of the associations between students' perceptions of their classroom environment and their attitude to science in both Australia and Indonesia. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). All the students came from private coeducational schools. The original WIHIC questionnaire had eight scales made up of ten items per scale while the original version of TOSRA had seven scales made up of ten items per scale. Principal components factor analysis followed by varimax rotation resulted in the acceptance of a revised version of the WIHIC comprising 55 items and a revised version of TOSRA comprising 20 items. The a priori factor structure of the revised version of each questionnaire was replicated in both countries, with nearly all items having a factor loading of at least 0.30 on their a priori scale and no other scale.The use of MANOVA revealed that there were a few differences between Australian and Indonesian students' perceptions of their classroom environments and in their attitudes to science. For example, Australian students had a more positive attitude towards scientific inquiry while Indonesian students had a more positive attitude towards career interest in Science. A comparison between male and female students in the two countries revealed that both genders had almost similar perceptions of their learning environments and attitudes to science. However, female students had a slightly higher score when it came to career interest in science, student cohesiveness and equity. A series of simple correlation and multiple regression analyses revealed reasonably strong and positive associations between each classroom environment scale and the attitude scale. Overall Teacher Support and Involvement were the strongest independent predictors of student attitudes to science in both Indonesia and Australia.

This is a quantitative case study in which attitudes towards Corporate Environmental Responsibility (CER) among management students at Udayana University in Denpasar on the island of Bali in Indonesia, have been investigated. The aim of the study is to investigate the attitudes towards CER among future business leaders in Bali. In the study, 199 students have answered a questionnaire to map out the students' attitudes, perceived control, subjective norms and intentions towards CER. These variables are part of Ajzen's Theory of planned behavior, whose goal is to measure an individual's intentions to predict behaviors. The result of the study showed that the students have a very positive attitude towards CER. The collected data indicates that the students feel that they would have the control to implement sustainable practices at their future employers, that people close to them expect them to do so and that the students have intentions to implement environmentally friendly measures at their future workplace.
Detta är en kvantitativ fallstudie där attityder mot Corporate Environmental Responsibility (CER) bland management-studenter på Udayana University i Denpasar på ön Bali i Indonesien, har undersökts. Målet med studien är att undersöka attityderna mot CER bland framtida företagsledare på Bali. 199 studenter har i studien fått besvara en enkät för att kartlägga studenternas attityder, upplevda kontroll, subjektiva norm samt intentioner mot CER. Dessa variabler ingår i Ajzens Theory of planned behavior vars mål är att mäta en individs intentioner för att förutsäga beteenden. Resultatet av studien visade att studenterna har en väldigt positiv inställning mot CER. Den insamlade datan tyder på att studenterna upplever att dem skulle ha kontrollen att implementera hållbara arbetssätt hos deras framtida arbetsgivare, att folk i deras närhet förväntar sig att dem gör det, samt att studenterna besitter intentioner att implementera miljövänliga åtgärder på deras framtida arbetsplats.

One purpose of the present study was to validate a modified version of the What is Happening In This Class? (WIHIC) questionnaire and the Test of Science Related Attitude (TOSRA) in both Australia and Indonesia. It was the first classroom environment study that used the two above questionnaires simultaneously in these two countries. The second aim of this study was to find out whether the scores on the WIHIC questionnaire and TOSRA vary with country and with gender. The third and final aim of this study was to evaluate the strength of the associations between students' perceptions of their classroom environment and their attitude to science in both Australia and Indonesia. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). All the students came from private coeducational schools. The original WIHIC questionnaire had eight scales made up of ten items per scale while the original version of TOSRA had seven scales made up of ten items per scale. Principal components factor analysis followed by varimax rotation resulted in the acceptance of a revised version of the WIHIC comprising 55 items and a revised version of TOSRA comprising 20 items. The a priori factor structure of the revised version of each questionnaire was replicated in both countries, with nearly all items having a factor loading of at least 0.30 on their a priori scale and no other scale.
The use of MANOVA revealed that there were a few differences between Australian and Indonesian students' perceptions of their classroom environments and in their attitudes to science. For example, Australian students had a more positive attitude towards scientific inquiry while Indonesian students had a more positive attitude towards career interest in Science. A comparison between male and female students in the two countries revealed that both genders had almost similar perceptions of their learning environments and attitudes to science. However, female students had a slightly higher score when it came to career interest in science, student cohesiveness and equity. A series of simple correlation and multiple regression analyses revealed reasonably strong and positive associations between each classroom environment scale and the attitude scale. Overall Teacher Support and Involvement were the strongest independent predictors of student attitudes to science in both Indonesia and Australia.

Following the tsunami in 2004, the education system in Banda Aceh, Indonesia,was reconstructed and revitalised, and part of this involved foreign intervention in setting up bilingual schools alongside state-run monolingual schools. The purpose of this study is threefold. The first is to investigate the achievements of first year middle school students in Banda Aceh (Indonesia) in English essay writing, English reading comprehension, and attitude and behaviour with regard to learning English, as dependent variables, in the context of differences in gender and school types (bilingual and monolingual schools). The second is to investigate attitude and behaviour of students with regard to the learning of English as a foreign language, especially regarding student ability in English. The third is to explore students’ beliefs and perceptions regarding their experiences of learning English as a foreign language. A number of linear unidimensional scales were created for each of the three variables using Rasch Measurement with the 2010 RUMM computer program. The construct validity of the three variables was tested by designing the items in ordered patterns of item difficulty which were compared with their Rasch-measured item difficulties, as a Science-like test of the structure of the variables. An experimental research design (pretest/posttest, control/experimental group) was used with Raschcreated linear measures of three variables: (1) a researcher-designed English Essay Test; (2) a researcher-designed Reading Comprehension Test; and (3) a researcher-designed Attitude/Behaviour Test about Learning English. Seven hundred and eighty male and female first-year middle school students (aged 12-13 years old), consisting of 394 students from bilingual schools and 386 students from monolingual schools, selected from a number of schools with bilingual programs and monolingual programs, were the respondents for this study. After two months of lessons, the two groups were compared on each of the three measures using ANCOVA and ANOVA. Students’ written comments were collected in regards to their experiences of learning English as a foreign language. The findings showed that bilingual students outperformed monolingual students in tests of English Reading Comprehension, English Writing and Attitude/Behaviour for both pretests and posttests. Female students achieved better results than male students in English Reading Comprehension, English Writing, and Attitude/Behaviour tests, both for pretests and posttest.

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A & M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.

The research problem is that despite the benefit of gender equality to propel commercial growth, women in Indonesian digital technology sector are disproportionately outnumbered. The purpose of this quantitative study is to examine the factors that influence female undergraduate business students at seven private universities in the Greater Jakarta region to work in digital companies in Indonesia. The research could shed light on the relationship between personal attitude, subjective norms, and perceived behavioral control towards the intention of female undergraduate business students to work in digital companies with employer branding as the moderating variable. This study contributed to the worldwide phenomena by examining the characteristics that influence female undergraduate business students' intentions to work in digital firms at seven private institutions in the Greater Jakarta region.

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.