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Статті в журналах з теми "Indonesian students Indonesia Interviews"
1
Pangestika, Nifo Ria Nurendra. "PELESTARIAN BUDAYA INDONESIA MELALUI INDONESIAN CULTURAL WEEK." Joyful Learning Journal 10, no. 1 (July 6, 2021): 19–23. http://dx.doi.org/10.15294/jlj.v10i1.44404.
Повний текст джерелаАнотація:
Banyaknya budaya yang ada di Indonesia sangat perlu untuk dilestarikan, terutama di Elementary School of Semarang Multinational School yang mayoritas siswanya merupakan warga negara asing, maka sekolah ini mengadakan kegiatan Indonesian Cultural Week guna melestarikan budaya Indonesia. Penelitian ini bertujuan mendeskripsikan pelestarian budaya Indonesia melalui kegiatan Indonesian Cultural Week yang dilaksanakan di Elementary School of Semarang Multinational School. Penelitian ini menggunakan pendekatan kualitatif. Penelitian dilaksanakan di Elementary School of Semarang Multinational School. Sampel dalam penelitian ini adalah kepala sekolah, guru, dan siswa yang berjumlah 13 orang yang ditentukan dengan teknik purposive sampling. Teknik pengumpulan data menggunakan observasi, wawancara, dokumentasi dan catatan lapangan. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelestarian budaya lokal di Elementary School of Semarang Multinational School dilaksanakan dengan sangat baik melalui kegiatan Indonesian Cultural Week dengan dukungan dari seluruh pihak terkait yaitu kepala sekolah, guru, staff, siswa, dan juga orang tua yang ditunjukkan dengan adanya penambahan tingkat pengetahuan siswa mengenai budaya Indonesia.Simpulan dari penelitian ini adalah kegiatan Indonesian Cultural Week dapat melestarikan kebudayaan lokal di Elementary School of Semarang Multinaional School termasuk dalam kategori baik. Pelaksanaan kegiatan Indonesian Cultural Week meliputi upaya mempertahankan budaya lokal, pelestarian budaya didasarkan pada kebutuhan, serta terdapat strategi pelestarian budaya. Faktor pendukung pelaksanaan kegiatan Indonesian Cultural Week yaitu dimulai dari tahap persiapan yang meliputi penyusunan rancangan kegiatan, anggaran dana, tempat dan waktu pelaksanaan dan penyusunan kepanitiaan, sampai dengan tahap pelaksanaan kegiatan dan evaluasi pasca kegiatan
Many cultures in Indonesia are very necessary to be preserved, especially in Elementary School of Semarang Multinational School, where the majority of students are foreign nationals, so this school holds Indonesian Cultural Week activities to preserve Indonesian culture. This research aims to describe the preservation of Indonesian culture through Indonesian Cultural Week activities held at Elemenary School of Semarang Multinational School. This research uses qualitative approach. The research was conducted at Elementary School of Semarang Multinational School. The samples in this study were principals, teachers, and students of 13 people determined by purposive sampling techniques. Data collection techniques using observation, interviews, documentation and field notes. Data analysis is done through data reduction, data presentation, and conclusion drawing. The results showed that the preservation of local culture at Elementary School of Semarang Multinational School was carried out very well through Indonesian Cultural Week activities with support from all relevant parties, namely principals, teachers, staff, students, and also parents, which was shown by the addition of students' level of knowledge about Indonesian culture.The conclusion of this research is that Indonesian Cultural Week activities can preserve local culture at Elementary School of Semarang Multinaional School in the good category. The implementation of Indonesian Cultural Week activities includes efforts to maintain local culture, cultural preservation based on needs, and there are strategies for cultural preservation. Supporting factors for the implementation of Indonesian Cultural Week activities are starting from the preparation stage which includes the preparation of the draft activities, budget funds, place and time of implementation and preparation of committee, up to the stage of implementation of activities and post-activity evaluation
2
Elias, Rangga Aditya. "The (In)visibility of Taiwan – Indonesia Relations: Indonesian Students on the Sideline." JAS (Journal of ASEAN Studies) 6, no. 2 (February 1, 2019): 192. http://dx.doi.org/10.21512/jas.v6i2.5354.
Повний текст джерелаАнотація:
Indonesian students have been playing significant roles as the agent of change in the process of Indonesia’s nation building. In the era of Indonesia’s struggle for independent, students had become the backbone of many important movements. Students were also the driving force of Indonesia democratization movement in 1998. Thus, it can be inferred that students are the important agent in shaping the direction of Indonesia.On the other hand, discord between China and Taiwan regarding Taiwan status has been making Taiwan – Indonesia relations growth more significant in informal than formal channel. One of the efforts to increase the informal channel is undertaken by establishing academic exchanges, scholarships, and scholar exchanges. However this effort is seemingly still on creating cooperation with academic institution to increase the number of Indonesian students in Taiwan per se but it arguably could upgrade both entities relations only if the operationalization of academic policy is parallel with their attempt to increase the relation. Currently, there are approximately 3,052 Indonesian students enroll in many universities in Taiwan. Yet, there is no such effort applying by Taiwan government to take advantages from this situation in order to increase Indonesia-Taiwan further relations. This paper, therefore, is aimed to deliver two arguments. First, Taiwan academic relations with Indonesia are still focusing on the effort to increase the number of Indonesian students in Taiwan and neglect their potential as agent of cooperation. This condition has made the students as agent become invisible. Second, Taiwan’s policy in academic cooperation with Indonesia is not in line with Taiwan’s effort to upgrade its relation with Indonesia. As an impact, Taiwan – Indonesia relation remains stagnant and invisible. In addition this paper will also deliver a clear description of the Indonesian students’ characteristic in Taiwan and the potential factors that are embedded on them. In order to get its finding and support the secondary data, this paper also will conduct observations and interviews to the Indonesian students in Taiwan.
3
Susanto, Gatut. "Communicative Language Teaching And Its Achievements: A Study Of In-Country Program In Indonesia From 2013-2015." KnE Social Sciences 1, no. 3 (April 13, 2017): 472. http://dx.doi.org/10.18502/kss.v1i3.769.
Повний текст джерелаАнотація:
<p>This paper aims to discuss the result of the study on the implementation of communicative language teaching and its impact on the language achievements of the students. In this study, the data is collected from classroom observation, interview, and examination of various Indonesian curricula, syllabi, and teaching materials. The subjects of the study are students, peer tutors, and instructors involving in the CLS Malang programs in the summers of 2013–2015 at Indonesian for foreign speakers (or locally known as <em>Bahasa Indonesia bagi Penutur Asing</em> (BIPA)), State University of Malang. The result of the study shows that the implementation of communicative language teaching approach is very effective when it is combined with extracurricular activities. The combination of these two can significantly increase students’ skills in Indonesian language as the students are able to use it effectively and meaningfully in “real-world” contexts afterwards. Moreover, based on the results of OPI (Oral Proficiency Interview), this approach enables students to practice Indonesian language through real-life interactions. Higher levels of students’ achievement are predicted to result from this approach because the OPI interviews emphasize oral proficiency based on communicative and cultural skills in real-life settings. The limitation and suggestion for further research will also be discussed.</p><p> </p><p><strong>Keywords: </strong><em>communicative language teaching, achievement, Bahasa Indonesia, in-country program, Indonesia</em></p>
4
Ayu Meiratnasari, Agus Wijayanto, and Suparno. "The Teacher’s Perspective on the Impact of Politeness Strategies in the Indonesian English Textbook on Student’s Communicative Competence." Issues in Language Studies 9, no. 1 (June 29, 2020): 166–78. http://dx.doi.org/10.33736/ils.1807.2020.
Повний текст джерелаАнотація:
The purpose of this study was to investigate teacher's perspectives of the impact of politeness strategies in the Indonesian English textbooks on student's communicative competence. The participants were two English teachers who taught in one of the senior high schools in Yogyakarta, Indonesia and five students. Discourse analysis of the interview data was conducted. The results showed that the teachers have a positive point of view about the authority of politeness strategies, reflected in Indonesian English textbooks, on their student's communicative competence. Unfortunately, the teachers could not explain in more detail the aspects of communicative competence which could be influenced by politeness strategies in the English textbooks. The interviews with the students indicated that politeness strategies reflected in their English textbooks supported the student's linguistic competence and strategic competence.
5
Farid, Lily Yulianti. "Interview with Kanti Pertiwi, Founder of PhD Mama Indonesia." Migration, Mobility, & Displacement 4, no. 1 (June 7, 2019): 119–21. http://dx.doi.org/10.18357/mmd41201918974.
Повний текст джерелаАнотація:
Lily Yulianti Farid interviewed Dr. Kanti Pertiwi, founder of the PhD Mama Indonesia online forum (www.phdmamaindonesia.com). Dr. Pertiwi received her PhD from the Faculty of Business and Economics at the University of Melbourne in 2017. She is a mother of three daughters and a lecturer in the Faculty of Economics at the University of Indonesia. She defnes a PhD Mama as a mother from Indonesia who is pursuing her doctoral degree overseas, accompanied by her husband and children.Dr. Pertiwi created the PhD Mama Indonesia forum in 2016 as an online platform for Indonesian female doctoral students to share stories and ideas. As temporary migrants in Australia and elsewhere, these students discuss their shared problems and interests as mothers, wives, and foreign students. The site’s web administrator interviews the members and invites them to write their own stories for the website. Success stories balancing doctoral studies with family life have become the main focus. The digital interaction and connection afforded by the PhD Mama forum highlight the challenges faced by middle-class Indonesian women when their culture, traditional values, and religion infuence their perceptions of how to be a good mother and wife while spending four to seven years overseas to pursue an academic career.
6
Sari, Faradilla Intan. "Use of Idiolek Minang-Indonesia Language By Indonesian Language Education Students Semester 5." Journal of Vocational Education and Information Technology (JVEIT) 1, no. 2 (October 5, 2020): 47–52. http://dx.doi.org/10.56667/jveit.v1i2.90.
Повний текст джерелаАнотація:
Language has a very important function for humans, especially the communication function. Languageis a tool of social interaction or a tool of human communication. The occurrence of diversity or variety of languages is not only the speakers who are not homogeneous, but also because the social interaction activities that they do are very diverse. Every activity requires that language diversity occur. This study aims to describe yhe idiolect language by the 5th semester Indonesian Language Education Study Program Students. The method used in the method used by researchers in collecting research data. Based on the explanation above, it can be concluded that the method used by the researcher in his research is a qualitative method with techniques that reveal clear facts about the symptoms that exist in a research object without any manipulation in accordance with the state of the object under study. The results of research on the use of the minang-Indonesian idiolect language by 5th semester Indonesia language education language students are researchers finding a problem from interviews that the resource person said when speaking in Indonesian there are letters that he emphasizes such as the letter E. Everyday he always communicates with friends using Minang language so when asked to speak Indonesian a little bit differently, the idolek he uses is still minang idiolek.
7
Chamidah, Ida Nur. "TADAKHKHUL AL-LUGHAH AL-INDUNISIYYAH FI KITABATI AL-LUGHAH AL-ARABIYYAH LADAY THALABATI AL-INDUNISIYYA." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 11, no. 2 (December 29, 2016): 77. http://dx.doi.org/10.18860/ling.v11i2.3483.
Повний текст джерелаАнотація:
Language Interference to arabic language learners in Indonesia is a common phenomenon. Although the phenomenon is normal, but it is a problematic. Because each language has rules of each rule. It has been found forms of Indonesian interference into Arabic in the MAN Batu's students. The purpose of this study was to analyze the forms of interference Indonesian into Arabic in the students MAN Batu, uncover the causes of interference Languages Indonesisa into Arabic in the MAN Batu's students, and analyze solutions to the problem of interference Indonesian to Arabic in student writing MAN Batu. This study used a qualitative descriptive study, and the data collection with analysis of documentation and interviews. Source data is written documentation of students and teachers of Arabic. In this study, researcher found other forms of interference Indonesian into Arabic at the level of syntax, morphology and semantics. The causes interference Indonesian into Arabic in the MAN Batu's students that there is a cause intralinguistics and causes interlinguistics. The solution to the problem of interference is tahlil taqobuli and plenty of exercise in the writing.
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Emilia, Emi, and Fuad Abdul Hamied. "TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 47. http://dx.doi.org/10.15639/teflinjournal.v33i1/47-74.
Повний текст джерелаАнотація:
This paper presents partial results of an ethnographic study in 2021, aiming to identify translanguaging (TL) practices (the use of Indonesian and English), their functions and benefits, and the participants’ opinions about such practices in a tertiary English as a foreign language (EFL) context in Indonesia. The study involved 75 participants in four courses organized online (due to the COVID-19 pandemic), in the English Education Study Program of a state university in Bandung, West Java, Indonesia. The study drew on the notion of TL, synthesized with principles of effective online teaching. The data were obtained from a phase of teaching with teachers as researchers in 7 meetings (out of 16 meetings required), informal interviews with the participants after the class, and a questionnaire administered online, involving 46 volunteers. The results reveal that TL practices occurred in all courses, which served different functions, including interpretive, managerial, and interactive functions. The practices benefited the students cognitively, socially, and psychologically. Questionnaire and interview data support observation data and previous research about the use of mother tongue in Indonesian EFL classrooms (Emilia, 2010, 2011) that the majority of students (82.6%) wanted mixed Indonesian and English despite few students’ tendency to use English only in the classroom.
9
Aguskin, Lewinna Christiani, and Maryani Maryani. "Exploring the International Students’ Perceptions of the Indonesian Teaching Materials to Enhance Their Willingness to Communicate." Lingua Cultura 12, no. 4 (October 30, 2018): 323. http://dx.doi.org/10.21512/lc.v12i4.4910.
Повний текст джерелаАнотація:
This research had been conducted to investigate Indonesian teaching materials which corresponded with the Willingness to Communicate (WTC) in Indonesian to facilitate students’ learning. Therefore, this case study was conducted in Indonesian Language for Foreigners (BIPA) classes at a private university in Bandung, Indonesia. The objectives of the research were; to investigate BIPA students’ perceptions of the current language learning materials used; to discover to what extent the international students’ WTC was influenced by the current language material; and to explore the BIPA teachers’ strategies in developing language materials that facilitate the students’ WTC inside and outside the classroom. Semi-structured-interviews with seven BIPA students and four teachers and classroom recordings were used to collect data. Thematic analysis and descriptive statistics were used in data analysis. The findings show that the listening activities and interview assignments implemented in the current language materials, also the teachers’ strategies in class, such as using authentic materials and social media have positively impacted the students’ WTC. The findings of this research contribute to the classroom practice and material development of Indonesian to facilitate students’ learning and increase students’ WTC in Indonesian.
10
Hutabarat, Nova Mawar, and Sadieli Telaumbanua. "The Effectiveness of Learning the Indonesian Language Using Spada in the Pandemic Time Covid-19 at Prima Indonesia University Medan." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (May 18, 2021): 2457–73. http://dx.doi.org/10.33258/birci.v4i2.1950.
Повний текст джерелаАнотація:
This study aims to find out The Effectiveness of Learning the Indonesian Language Using Spada in the Pandemic Time Covid-19 at Prima Indonesia University Medan. This research is a descriptive qualitative and quantitative descriptive study using online questionnaires and interviews, this is based on the formulation of research problems that require researchers to explore in order to understand and explain what is being studied through an intensive relationship with data sources. Based on the results of questionnaires and interviews and in accordance with the problems, several conclusions can be drawn, namely: 1.Learning Indonesian using SPADA during the Covid-19 pandemic was effective, namely, both from the results of questionnaires and interviews with lecturers and students. 2. The process of learning Indonesian using SPADA starting from planning, implementation and assessment is carried out effectively. 3. The opinion of lecturers and students to make Indonesian language learning more effective using SPADA is to add other features such as Zoom Meeting or Google Classroom.
Дисертації з теми "Indonesian students Indonesia Interviews"
1
Exley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.
Повний текст джерелаАнотація:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as ‘New Times’ (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999).
A review of the literature on teachers’ professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers’ knowledge of their own and students’ pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers’ knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times.
More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semi-structured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers’ descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design.
The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers’ professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students’ pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet.
The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers’ pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation.
These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students’ or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners’ needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
2
Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.
Повний текст джерелаАнотація:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
3
Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.
Повний текст джерелаАнотація:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16293/1/Djenta_Saha_Thesis.pdf.
Повний текст джерелаАнотація:
Introduction
The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated.
Background to the study
Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach.
Method
The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP.
Results
For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention.
The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'.
Conclusion
The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.
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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16293/.
Повний текст джерелаАнотація:
Introduction The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated. Background to the study Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach. Method The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP. Results For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention. The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'. Conclusion The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.
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Rajibussalim. "The impact of industry-based learning programs on science, technology, engineering and mathematics students: A case study of Indonesian higher education." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108771/1/_Rajibussalim_Thesis.pdf.
Повний текст джерелаАнотація:
This thesis examines the impact of Industry-Based Learning programs on Science, Technology, Engineering and Mathematics (STEM) undergraduate students at Higher Education institution in Indonesia. The industry-based learning programs are commonly implemented under a bigger umbrella of University-Industry Collaboration. This research utilising a qualitative approach and adopting the case study method to capture the perceptions and real-life experience of the respondents.
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Putri, Ardila, and 平亞諦. "The Role of Indonesian Students in Enhancing Indonesia-Taiwan Relations." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/a6q8vz.
Повний текст джерелаАнотація:
碩士國立政治大學
亞太研究英語碩士學位學程(IMAS)
106
The main objective of this study is to examine the role Indonesian students in Indonesian student organizations in Taiwan have played in enhancing the relationship between Indonesia and Taiwan. This thesis explores and details some of the activities of Indonesian students as they study in Taiwan, and examines how these activities have contributed to bridging and increasing the volume of people-to-people relations between the two countries, as well as how the associations and their activities have indirectly enhanced mutual understanding between Taiwanese and Indonesians. This thesis adopts the new public diplomacy and relational public diplomacy framework. Some data were collected during the researcher’s participation in Indonesian student associations and activities. Other data were gathered via discussion with several prominent Indonesian student association leaders. For the document analysis, this research uses Indonesian student organization document reports, Indonesia and Taiwan government reports, statistical data, newspapers, and websites. This thesis suggests that there are three roles Indonesian students play in bridging the relationship between Indonesia and Taiwan: (1) strengthening people-to-people relations (2) bridging mutual understanding (3) increase visibility and positive image. In addition, this thesis shows that there are three factors leading Indonesian students to establish their associations and conduct their activities: (1) their tradition of communal work (gotong-royong) as social capital (2) the demands of Indonesian migrant workers and students (3) support from various institutions, such as the Indonesian government especially IETO, universities, and the Taiwan government. The three factors are important and they are related to each other. Because of the three factors, Indonesian students can carry out their activities.
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Mokoginta, Karmila. "The intercultural analysis of Indonesian and Australian students’ nonverbal behaviour: an effort to develop intercultural English learning material." 2009. http://hdl.handle.net/2440/56026.
Повний текст джерелаАнотація:
This study investigates similar and different nonverbal behaviours of Indonesian and Australian students (focusing on proxemics, kinesics, touching and dress codes), examines the students' perception in relation to the behaviours, and isolates or predicts intercultural problems. It aims at creating learning resources to be used in English classes in Indonesia. The data collection involved observations and interviews. Initial data analysis was conducted at the same time as the data collection, followed by an intensive analysis using a coding process. Some similarities were found. There was a tendency among Indonesian students to sit together, reflecting their collectivist value. This tendency may also be evident among Australian students. Similar patterns of eye gazing, hand movements, sitting posture, body position and body orientation probably demonstrate the universality of communicative behaviour. In both cultures, head nodding indicates paying attention, or in certain situations, may be interpreted as a flattering gesture. However, the flattering meaning may result from a different degree of head nodding display in Indonesian and Australian contexts. Many of these similar behaviours need further investigation using video recording. Many differences were found. In tutorials, Indonesians were more likely to be formal and restrained, in contrast to Australian informality and expressiveness. Different practices in the use of the hand were also identified. Dress code was one of the most significant areas of difference, together with the public display of affective behaviour, and the preference to sit on the floor or to sit and lie on the lawns. Eye contact, gender-mixing in gatherings and some touching behaviours may be problematic for a few Indonesians. Further discussion also shows that smiling to strangers commonly practised by Australians can be unusual in Indonesia. In contrast, head nodding, eye contact and head tossing that have specific cultural meanings in Indonesia appear to be unproblematic in the Australian context. It was concluded that the different behaviours indicate that several issues – including conflict avoidance, face saving, respect for authority, harmony maintenance, ingroup-outgroup divisions and religious regulations – are practiced in different ways and valued to differing degrees in Indonesia and Australia. The analysis also revealed a strong indication that in Indonesian culture, nonverbal behaviour has similar emphasis with, and often can be more significant than, verbal behaviour. In Australia, the emphasis would be more likely to be on verbal expression. It seems that some of the differences did not result in negative perception among students. However, certain things may result in problems at various levels - ranging from uncomfortable feelings, and lack of interactions, up to the formation of negative perception about a culture. Having tolerance and willingness to evaluate a matter from different perspectives can be useful to minimize ethnocentrism and avoid any negative stereotypes. As part of this study I conducted a literature review about intercultural learning and created two examples of learning material, both focusing on nonverbal behaviours. The first material is intended to raise the issue of cultural difference, and the second one raises the ethnocentrism issue.http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1458568
Thesis (M.A.) -- University of Adelaide, School of Humanities, 2009
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Mokoginta, Karmila. "The intercultural analysis of Indonesian and Australian students’ nonverbal behaviour: an effort to develop intercultural English learning material." Thesis, 2009. http://hdl.handle.net/2440/56026.
Повний текст джерелаАнотація:
This study investigates similar and different nonverbal behaviours of Indonesian and Australian students (focusing on proxemics, kinesics, touching and dress codes), examines the students' perception in relation to the behaviours, and isolates or predicts intercultural problems. It aims at creating learning resources to be used in English classes in Indonesia.
The data collection involved observations and interviews. Initial data analysis was conducted at the same time as the data collection, followed by an intensive analysis using a coding
process.
Some similarities were found. There was a tendency among Indonesian students to sit together, reflecting their collectivist value. This tendency may also be evident among
Australian students. Similar patterns of eye gazing, hand movements, sitting posture, body position and body orientation probably demonstrate the universality of communicative
behaviour. In both cultures, head nodding indicates paying attention, or in certain situations, may be interpreted as a flattering gesture. However, the flattering meaning may result from a different degree of head nodding display in Indonesian and Australian contexts. Many of these similar behaviours need further investigation using video recording.
Many differences were found. In tutorials, Indonesians were more likely to be formal and restrained, in contrast to Australian informality and expressiveness. Different practices in the
use of the hand were also identified. Dress code was one of the most significant areas of difference, together with the public display of affective behaviour, and the preference to sit on
the floor or to sit and lie on the lawns. Eye contact, gender-mixing in gatherings and some touching behaviours may be problematic for a few Indonesians. Further discussion also shows that smiling to strangers commonly practised by Australians can be unusual in Indonesia. In contrast, head nodding, eye contact and head tossing that have specific cultural meanings in Indonesia appear to be unproblematic in the Australian context.
It was concluded that the different behaviours indicate that several issues – including conflict avoidance, face saving, respect for authority, harmony maintenance, ingroup-outgroup divisions and religious regulations – are practiced in different ways and valued to differing degrees in Indonesia and Australia. The analysis also revealed a strong indication that in
Indonesian culture, nonverbal behaviour has similar emphasis with, and often can be more significant than, verbal behaviour. In Australia, the emphasis would be more likely to be on
verbal expression.
It seems that some of the differences did not result in negative perception among students. However, certain things may result in problems at various levels - ranging from uncomfortable feelings, and lack of interactions, up to the formation of negative perception about a culture. Having tolerance and willingness to evaluate a matter from different perspectives can be useful to minimize ethnocentrism and avoid any negative stereotypes.
As part of this study I conducted a literature review about intercultural learning and created two examples of learning material, both focusing on nonverbal behaviours. The first material is intended to raise the issue of cultural difference, and the second one raises the ethnocentrism issue.Thesis (M.A.) -- University of Adelaide, School of Humanities, 2009
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Hardhono, Anthonius Padua. "Interaction with print-learning materials and academic performance and persistence of new students of Universitas Terbuka (The Indonesian Open Learning University)." Thesis, 1994. http://hdl.handle.net/1828/6548.
Повний текст джерелаКниги з теми "Indonesian students Indonesia Interviews"
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Djalal, Dino Patti. Life stories: Resep sukses dan etos hidup diaspora Indonesia di negeri orang. [Jakarta]: Red & White Pub., 2012.
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Rivai, A. Student Indonesia di Eropa. Jakarta: Kepustakaan Populer Gramedia, 2000.
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3
Mou, Sophie. Merah putih di Negeri Kinanah: Catatan harian mahasiswa Indonesia di Mesir. Yogyakarta: Galang Press, 2012.
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L, Williams Walter. Javanese lives: Women and men in modern Indonesian society. New Brunswick: Rutgers University Press, 1991.
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5
Il-sŏng, Kim. Answers to the questions raised by the Editor-in-chief of the Indonesian newspaper Media Indonesia, September 1, 1992. Pyongyang, Korea: Foreign Languages Pub. House, 1992.
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Sardjono, Agus R. Mengantar sastra ke tengah siswa: Lima tahun SBSB di Indonesia. Jakarta: Horison, 2006.
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International Graduate Students Conference on Indonesia (3rd 2011 Graduate School UGM). Indonesian urban cultures and societies: The Graduate School UGM, 8-9 November 2011 : proceeding the 3rd International Graduate Students Conference on Indonesia. Edited by Woodward Mark R. 1952-, Udasmoro Wening, Webster Tracy Wright, and Universitas Gadjah Mada. Program Pascasarjana. Yogyakarta: Sekolah Pascasarjana UGM, 2011.
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Ibrahim, Nur Amali. Improvisational Islam: Indonesian Youth in a Time of Possibility. Cornell University Press, 2018.
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Improvisational Islam: Indonesian Youth in a Time of Possibility. Cornell University Press, 2018.
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Ibrahim, Nur Amali. Improvisational Islam: Indonesian Youth in a Time of Possibility. Cornell University Press, 2018.
Знайти повний текст джерелаЧастини книг з теми "Indonesian students Indonesia Interviews"
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Zimmer, Reingard. "Trade Union Approaches to Global Value Chains: The Indonesian Experience." In Interdisciplinary Studies in Human Rights, 171–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73835-8_10.
Повний текст джерелаАнотація:
AbstractThe evident failure of voluntary corporate codes of conduct and their monitoring has further intensified debates over the purchasing practices and legal accountability of transnational corporations. This article analyses the development of International Framework Agreements as an alternative approach advanced by trade unions and describes the characteristics of these instruments, pointing out their strengths and weaknesses concerning implementation and monitoring. It specifically focuses on the Indonesian Protocol on Freedom of Association, a special framework agreement concluded between Indonesian trade unions and international sportswear firms to protect freedom of association and trade union rights in the Indonesian textile, garment and footwear industries. After presenting the protocol’s content, the article discusses findings concerning the implementation and monitoring of the agreement, based on interviews conducted by the author in Indonesia between November 2018 and January 2019. It identifies several key factors that led to the successful promotion of strong trade union rights in the formation phase of the agreement, namely public awareness due to intensive campaigning around a mega sporting event, strong support from different civil society actors and the presence of a neutral facilitator. Overall, the Indonesian Protocol on Freedom of Association is an example of a bottom-up process that strengthens the signatory trade unions and thus serves as a potential model for actors in other countries.
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Listyani, Listyani. "Exploring Problems Encountered by Six Indonesian Teachers in Teaching English: A Case Study in an EFL Context." In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102968.
Повний текст джерелаАнотація:
It is known worldwide that according to Kachru, there are three circles of world Englishes. The first one is the inner circle, then the outer circle, and the last one is the expanding circle. The last one, the expanding circle refers to the countries where English is a foreign language, including Indonesia. People living in the expanding circle may not get as much exposure as the ones living in the inner or outer circles. They are not exposed to both the spoken and written language as much as those living in the previously mentioned circles. Language learners have to struggle in learning English. This paper describes the challenges and difficulties encountered by six EFL teachers in Indonesia. Two research questions guided this study: What challenges are faced by six Indonesian teachers in teaching English? And what solutions do the teachers implement to solve the problems? The six teachers were selected as respondents because they faced special challenges and difficulties in teaching their high school students. Data were collected through questionnaires distributed to the teachers and interviews done via Google Meet. The findings revealed that the problems the teachers faced varied from social, personal, psychological, as well as financial problems, which the language learners encountered.
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Soeiro, Joaquim Dias. "Studying Wine in Non-Wine-Producing Countries." In Higher Education Challenges in South-East Asia, 99–117. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch005.
Повний текст джерелаАнотація:
Throughout their studies, students experience either more or less difficulties with their learning. It is worth investigating the challenges faced by students when the cultural aspect interferes with their learning. This study explored how learners, originally from Southeast Asia, where wine is culturally a distant or absent thing, experience learning. The data were collected from students from Malaysia, Brunei, and Indonesia through observations over a period of 14 weeks, 12 interviews, and four focus groups. The aim of this study was to explore the challenges involved in learning about wine, and the data showed that there were cultural, sensorial, social, and educational concerns in this regard. The findings revealed the wide range of challenges experienced by students, and can contribute to the teaching of modules on culturally distant types of content by lecturers.
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Hamuddin, Budianto, Syahdan Syahdan, Fathu Rahman, Dian Rianita, and Tatum Derin. "Do They Truly Intend to Harm Their Friends?" In Research Anthology on Combating Cyber-Aggression and Online Negativity, 775–88. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5594-4.ch042.
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This present study probes and reveals the student's motives in their online interactive communication which can be considered as a cyberbullying act. The data is collected from 157 blog archives and interview sessions with 12 selected students. These students were selected purposively from Universitas Lancang Kuning, Indonesia, due to their high frequency of producing comments in their blogs which are cyberbullying in nature. From a total of 6,259 comments, this study focused on 255 that indicates online aggression. Data analysis reveals in detail three most common motives of cyberbullying among university students in their online interactive communication, i.e., just for fun (79%), to fight back (9%), and to express upsetting feelings (5%). Thus, this study's findings are different from past and present studies about cyberbullying, which sees cyberbullying fully as a threat as a common point. Instead of seeing cyberbullying as only a danger, this study clearly sees in some parts that cyberbullying can simply be an act of playing or exaggerating with language.
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"A Few Excerpts from Interviews with the 20 Indonesian Scholars." In The Continuity of Pre-Islamic Motifs in Javanese Mosque Ornamentation, Indonesia, 202–9. Archaeopress Publishing Ltd, 2022. http://dx.doi.org/10.2307/j.ctv2b07tsb.22.
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Prasetio, Adhi, Grisna Anggadwita, and Rina D. Pasaribu. "Digital Learning Challenge in Indonesia." In Advances in Educational Technologies and Instructional Design, 56–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4972-8.ch004.
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Industry Education Reform 4.0 was launched by the Indonesian government as one of nine priority agendas called Nawa Cita. The reform consists of two main programs: first, to improve the quality of life of Indonesian people through improving the quality of education and training and, second, to revolutionize the nation's character through the policy of restructuring the national education curriculum. There are challenges though to implement those programs including Indonesian geographic, gap to access different level of education, and the gap to achieve the Industrial Revolution 4.0 skills. The aims of this chapter are to explore alternatives and solutions for access to education in Indonesia by utilizing technological advancements including the skills needed to face the current digital era. Education 4.0 is a good approach to answer those challenges. The use of internet technology for digital learning can provide access to students spread across the country. This approach requires skills set that are appropriate to Industry 4.0 by providing a flexible curriculum and online certification.
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Parahita, Gilang Desti, and Nyarwi Ahmad. "What Dampen the Indonesian Journalists' Freedom and Safety in the Post-Soeharto New Order?" In Advances in Media, Entertainment, and the Arts, 83–105. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1298-2.ch006.
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This study investigates factors that dampens the Indonesian journalists' freedom and safety in the Post-Soeharto's New Order. To address this research objective, relevant journal articles have been scrutinized. And the in-depth interview data have been derived from the interviews of a former member of the Indonesian Press Council and four journalists who served four prominent Indonesian mainstream media including TEMPO, the Jakarta Post, Metro TV and CNN Indonesia. These data have been analysed using the qualitative and thematic analysis.
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"IV. The Generation of Indonesian Students Today: Between Petro- Islam and Rising Fundamentalism." In Changing Images of Three Generations of Azharites in Indonesia, 19–30. ISEAS Publishing, 1993. http://dx.doi.org/10.1355/9789814376860-005.
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Marzulina, Lenny, Akhmad Habibi, Amirul Mukminin, Deta Desvitasari, Mohd Faiz Mohd Yaakob, and Doni Ropawandi. "The Integration of Social Networking Services in Higher Education." In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, 1816–33. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7123-4.ch098.
Повний текст джерелаАнотація:
Social networking services (SNSs) have been popular and essential media to increase lecturer-student interaction, collaboration, and communication as well as lecturers' supervision in Indonesian universities including in teaching English as a foreign language (EFL). This mixed method study utilized a survey and interview as the techniques of data collection which specifically explored the lecturers' perspectives on the use SNSs for personal and educational purposes as well as demographic information related to the experience and frequency using SNSs, ownership (possession) of SNSs, and SNSs popularity. The findings revealed that the participants had much knowledge and experiences with SNSs. Even though most participants found some benefits of SNSs in EFL classes including easing communication, supervision and evaluation, time flexibility, and creativity. There were two barriers that have emerged, including lack of skill and cost to use. Implications and future research are offered to improve technology integration in higher education.
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Tarihoran, Dame Elysabeth, Dian Anggraini, Enni Juliani, Ressa Ressa, and Ihlus Fardan. "Indonesian Student Nurses’ E-Health Literacy Skills." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210767.
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Background: Nurses should have a good level of e-health literacy to help patients utilize e-health information. Objective: To measure e-health literacy skills and contribute factors. Methods: A cross-sectional study of 2209 nursing student in Indonesia (October–November 2019) using eHeals. Result: The overall eHealth literacy was 4 (Scale 1–5). There were statistically significant differences between e-Heals score with contribute factors (<0.001). Conclusion: Indonesian nursing students already have basic necessary skills of e-health.
Тези доповідей конференцій з теми "Indonesian students Indonesia Interviews"
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Irma, A. A., N. T. Fadhilla, D. Hardiani, P. Widyastuti, and P. Amir. "Parental Assistance in Online Learning Outcomes of Indonesian Language Subjects Elementary School." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.15.
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The study describes the impact of parental support in online learning on learning outcomes in the Indonesian language subject at Takalar Regency SDN 01 Center Pattallassang Year 2. The research approach uses a mixed method with an exploratory method. This type of research is ex post facto. The population was all second-grade students with a sample of 51 students. Data collection techniques used interviews, questionnaires, and documentation. Data analysis techniques used descriptive statistics and inferential statistics. The results showed that parental assistance in online learning had a significant effect on learning outcomes in Indonesian language subjects, this was evidenced by the Tcount obtained of 8.272, which is greater than the Ttable value of 2.009. In addition, from the results of the F test, an Fcount value of 68.421 is obtained which is greater than the Ftable value of 4.038 so it can be said that parental assistance affects the learning outcomes of class II students at SDN 01 Center Pattallassang, Takalar Regency. For the coefficient of determination, the value is 0.583, which means that 58.3% of parental assistance in online learning affects student learning outcomes, while the remaining 41.7% is influenced by other factors not included in the model.
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Ayala, Susana. "Becoming the Puppeteer: Reflections on Global Language and Culture by Puppetry Students in Yogyakarta, Indonesia." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.4-6.
Повний текст джерелаАнотація:
Puppet theater on the island of Java is an ancient art which has maintained some of its characteristics considered traditional, but has also been transforming innovations such as the wayang with hip-hop music among other popular expressions. The art of puppetry has also been institutionalized and is itself a degree program at the National Institute of Arts of Indonesia. In this paper, I show the outcomes of my research among students and shadow puppet art teachers in Java, Indonesia. There are two special characteristics in training puppeteers: The main use of Jawanese language and the development of communities of practice as ways of working in the teaching and learning process. As such, these contexts motivate students to be constantly reflecting on the Javanese language and culture. I note the process and the reflections of the participants on the Javanese language shift, and the uses of language in puppet performances which consider the reception of young Javanese. To analyze the data, I draw from fieldwork and interviews, I use the theoretical concepts of discursive genres and dialogism proposed by Bakhtin and I propose that the art of puppetry is a social field that encourages vitality and linguistic diversity on the island of Java.
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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.01.
Повний текст джерелаАнотація:
ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01
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Ikeda, Osamu. "Issues and Difficulties of Online Education among International Students who Possess Only a Smart Phone with Low Study Motivation and Language Barrier at Vocational Colleges Based on Teachers’ Interviews in Japan." In Proceedings of the 3rd International Conference on Social Science, Humanity and Public Health, ICoSHIP 2022, 05-06 November 2022, Banyuwangi, East Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.5-11-2022.2326515.
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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.
Повний текст джерелаАнотація:
This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
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Setiyawan, Arbi, Ni Lessari, and Hanik Devia. "Growing bigger and more accurate with GSBPM (part three)." In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19503.
Повний текст джерелаАнотація:
Very different from other countries with only one language, Indonesia has more than three hundred local languages having more than seven hundred dialects. Currently all descriptions census and survey variables in questionnaire, data entry program, metadata, and interviewer guide book are available only in single national language. An interviewer may not be able to accurately translate variable descriptions from single national language to local languages and further to a particular dialect. This condition leads to misinterpretation and low accuracy in collected variables. We propose consolidation among local languages to produce official statistics variables at National Statistics College in the context of statistical education. Consolidation will produce multilingual official statistics equipment mentioned above. Every year there are several hundred new students at National Statistics College from almost every leading local language. These are untapped resources and are ready for this purpose. Data accuracy may be improved with multilingual descriptions variable. It will encourage a lot of information about a variable as much as local language but it will make data more accurate. There will be no biased variable because it has been explained in the local language. Generic Statistical Business Process Model (GSBPM) provides structured approach to arrive at more accurate data. A personal computer owned by every student offers far more ease and flexibility for review, validate, edit GSBPM sub-process during education. The academic campus has long standardized software to help for this purpose.
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Bhandari, Rahul, and Pamadya Vitasmoro. "Employability and International Experience: Indonesian Students perceptions." In Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020, 12 December 2020, Kuningan, West Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.12-12-2020.2304963.
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Safitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.
Повний текст джерелаАнотація:
ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52
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Bing, Oei, Ali Mustofa, and Syafi’ul Anam. "Language Exposure and Indonesian Secondary Students’ Language Accuracy." In Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.14-8-2021.2317639.
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Tomas Iriyanto, Tomas, and Tomas Iriyanto. "Indonesian Learning for Autistic Students in Public Elementary School Sumbersari 1 Malang, Indonesia." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.151.
Повний текст джерелаЗвіти організацій з теми "Indonesian students Indonesia Interviews"
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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.
Повний текст джерелаАнотація:
Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.
Повний текст джерелаАнотація:
This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Lim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri, and Arjuni Rahmi Barasa. Learning Loss or Learning Gain? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.
Повний текст джерелаАнотація:
Indonesian students have lagged behind their global peers since before the COVID-19 pandemic. Given the risk of significant loss and permanence of the phenomenon in low- and middle-income countries, along with the particularly lengthy period of school closure in Indonesia, this paper aims to give an insight into the discussion on student learning progress during school closures. We will present the impact of the closures on primary school students’ achievement in Bukittinggi, the third-largest city on the island of Sumatra and a highly urbanised area. The city has consistently performed well in most education-related measures due to a strong cultural emphasis on education and a supportive government (Nihayah et al., 2020), but has been significantly affected during the pandemic as most students are confined to their homes with very limited teacher-student interaction.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Повний текст джерелаАнотація:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Повний текст джерелаАнотація:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.
Повний текст джерелаАнотація:
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.