Готові списки джерел за темами / Internet in higher education Indonesia

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Добірка наукової літератури з теми "Internet in higher education Indonesia"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Internet in higher education Indonesia"

1

Nur, Dedi Rahman. "Virtual Reality adoption in Indonesia higher Education from lecturer’s voice." English Teaching Journal : A Journal of English Literature, Language and Education 8, no. 1 (June 4, 2020): 31. http://dx.doi.org/10.25273/etj.v8i1.6672.

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Анотація:
Indonesia's development of information and communication technology has overgrown. This can be seen by users of smartphones, a variety of Indonesian blogs, facebook or other social media and internet users. Virtual Reality is one of the information and communication technologies which started to develop in Indonesia. For this study the exploratory design approach was used to investigate the perceptions of lecturers regarding the teaching and learning adoption of VR with some indicators the benefits, ease of use, Challenges to the Adoption and skill of VR, that VR has the potential to enrich with interactive simulations and stunning visuals that immerse students in authentic learning experiences also it can push the boundaries of the traditional classroom to be engaging, creative, and responsive to the needs of the student.
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2

Anantadjaya, Samuel P. D., and Irma M. Nawangwulan. "Lecturers’ Competencies: A Qualitatives Study in Higher Education." Basic and Applied Education Research Journal 1, no. 1 (October 16, 2020): 1–7. http://dx.doi.org/10.11594/baerj.01.01.01.

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The presence of well-known universities outside Indonesia has attracted sig-nificant interests, not only from Indonesian residents but also from residents of other countries. Particularly, western universities are highly demanded and the competition is rather fierce when students attempt to register and take on the entrance tests. Only the top percentile of students seems to be accepted. Because of limitations in space and personnel, those western uni-versities decided to expand their market base into developing countries by getting closer to their potential customers. With the technological advance-ment and push toward the use of the internet and online learning, undoubt-edly, international universities, including Indonesian-based universities with mixtures of curricula across countries, have become a new trend in Indone-sia’s higher educational institutions. With the growing numbers of students applying to international programs at various universities in Indonesia, it is apparent that Indonesians are more assertive to receive internationalized standards. Thus, matching consumer behaviors, and expectations in the local market would be indispensable in trying to ensure the smooth running and operational activities of the international universities in Indonesia. This pa-per attempts to focus on lecturers/professors, as the pool of human re-sources/capital in the everlasting competition within the international uni-versities in Indonesia. The focus on lecturers includes issues on human skills, ability in teaching, and teaching delivery, perhaps including research skills and research ability. It is uncertain whether the lecturers’ capacity, ability, competence, skills, knowledge, and all attributes of the lecturers to handle international classes are sufficient and fit to the consumer expectations. Re-search is conducted by gathering data from primary and secondary sources in several locations of international universities in Jakarta, such as lecturers, students, and parents. It is expected that such research would eventually the importance of lecturers’ competencies in handling international classes with international standards.
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3

Hasbullah, Hasbullah, and Salleh Ahmad Bareduan. "THE FRAMEWORK MODEL OF DIGITAL COOPERATIVE TO EXPLORE ECONOMIC POTENTIAL IN HIGHER EDUCATION." SINERGI 25, no. 2 (February 20, 2021): 195. http://dx.doi.org/10.22441/sinergi.2021.2.011.

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Анотація:
In February 2020, the Indonesian Ministry of Cooperatives and SMEs noted that in the last four years, 81,686 cooperatives were dissolved, leaving 123,048 active cooperatives. This case is a huge challenge for the government to overcome. Indonesian Internet Service Providers Association (APJII) stated that the number of internet users in Indonesia reached 196.7 million in the middle of 2020. Meanwhile, data from Google & Temasek showed purchasing products via e-Commerce in Indonesia reached US$ 10.9 billion in 2017 and continuously increased in 2020. Most cooperatives in Indonesia run business conventionally with manual transactions, limited time, traditional logistics, and conventional membership administration. Nowadays, the institution with tens of thousands of members no longer effectively runs cooperative conventionally in a disruptive era. A conventional cooperative at a private university in Jakarta was observed in the study. There are tens of thousands of students and staff at the university. Three research questions arise, such as what can not be adequately solved in a traditional cooperative, what tools are used in digital cooperatives, and what shape can be used in the digital cooperative system model to solve issues. This study proposes a framework model in developing a digital cooperative to accommodate a huge amount of membership and enhance business scope. The research identified technology needed to overcome matters cannot be dealt with in a conventional cooperative. It provided a digital cooperative frameworks model that impacts value creation, value capture, and value delivery, especially in higher education.
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4

Siburian, Nelsi Agustina, and Zuhrinal M. Nawawi. "Penggunaan Internet dan Peluang Berwirausaha di Indonesia." ManBiz: Journal of Management and Business 2, no. 2 (August 24, 2022): 165–72. http://dx.doi.org/10.47467/manbiz.v2i2.1913.

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Анотація:
Nowadays, the internet has become a necessity in social and economic life that provides convenience in communication and social interaction. In addition, the presence of the internet supported by advances in digital technology is expected to provide business opportunities. Internet access has become easier with the rapid use of cell phones/mobile phones. This study aims to examine the effect of internet use on entrepreneurship opportunities in Indonesia through descriptive analysis methods and binary logistic regression. This research uses data from the 2019 National Socio-Economic Survey. Entrepreneurs in this research are limited to individuals who seek to be assisted by permanent workers or paid workers in the age range of 25 to 44 years. Of the 348735 samples that became the unit of analysis, there were 7108 who were entrepreneurs or about 2.04 percent. This study found that individuals who use the internet have a higher chance of becoming an entrepreneur than individuals who do not use the internet and this finding is statistically significant. In addition, the level of education significantly affects individuals to become entrepreneurs, but individuals with higher education have a lower tendency to become entrepreneurs than those with high school education and below. Keywords: Internet, Binary Logistics Regression, Entrepreneur
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Hamzah, Hamzah, Agus Yudiawan, St Umrah, and Hasbullah Hasbullah. "Islamic economic development in Indonesian Islamic higher education." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 77. http://dx.doi.org/10.11591/ijere.v9i1.20317.

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This study aims to explore how changes in community preferences, shari’ah economic development through the tridharma of higher education and its contribution to the development of shari’ah economics. This study was conducted at the UIN Alauddin Makassar, South Sulawesi, Indonesia. This study applied library research. Data collection techniques in this study using discourse from books, articles, magazines, journals, and web (internet). Furthermore, the data were analyzed using the Miles and Huberman model, among others, data reduction, data display and conclusion. The results show that there is a change in community preferences caused by external factors (changes in the social and economic environment) and internal factors in higher education in responding to community dynamics. Higher education can be used as a vehicle in the development of shari’ah Economy through the application of higher education tridharma. Furthermore, higher education also takes a significant role in developing scientific aspects and human resources in the field of Sharia Economics in Indonesia.
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6

Rusminingsih, Diah. "Digital Technology, Education, and Economic Growth in a Green Economy in Indonesia." ASIAN Economic and Business Development 4, no. 1 (June 2, 2022): 60–66. http://dx.doi.org/10.54204/aebd/vol4no1july2022010.

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Анотація:
This study investigates digital inclusion in the form of internet users, education, economic growth, and CO2 emissions to understand the digital economy and green economy in Indonesia. This research examines data from 2000 until 2020 to be able to produce "autoregressive vectors" that may be used to evaluate the causal link between variables. Based on secondary data from the World Bank, the following multivariate regression model was used to investigate the causal link between Internet Users, Economic Growth, Education, and Carbon dioxide expenditure in Indonesia. Carbon Dioxide encourages investment in Education to solve environmental problems so that the higher levels of CO2 in Indonesia's air encourage the Indonesian government to invest in education in terms of CO2 problems. Where education itself significantly increases public awareness so the relationship between education and CO2 has a significant negative correlation. And education drives future education and significantly boosts economic growth. High economic growth or a more established economy actually has a significant negative correlation with CO2 levels, which means that a green economy can be applied in Indonesia. The interesting thing is that there is a significant positive relationship between internet users and the increase in CO2 levels in the air in Indonesia. This is very interesting because the use of the internet in Indonesia has an impact on the business sector and ordering or online shopping increases the use of transportation for shipping goods which actually increases CO2 levels in Indonesia's air.
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7

Yuliana, Meyli Khusna, Mararti Mararti, and Nur Ulil Absoriah. "Entrepreneurship Education in Higher Education as an Alternative to Reduce Educated Unemployed in Indonesia." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 300. http://dx.doi.org/10.20961/shes.v2i1.38186.

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<em>This article aims as an effort that can be done to overcome the increasing educated unemployment by preparing college graduates who are not only oriented to job seekers but also as job creation. The research method used is literature study, data collection is carried out using a study of books, literature, notes, reports, and the internet which has to do with the problem being solved. The sources of literature in this study were obtained from books, journals, and research results (thesis, thesis, dissertation) so that this article covers general processes such as systematically identifying theories, library discoveries and analytical documents related to research topics. The expected outcome is in the form of learning methods about entrepreneurship that can be developed in higher education as an alternative to entrepreneurship development for students.</em>
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8

Juhaidi, Ahmad, Ahmad Salabi, and Noor Hidayati. "Islamic higher education students’ expenditure before and during pandemic in Indonesia." Journal of Education and Learning (EduLearn) 16, no. 4 (November 1, 2022): 472–83. http://dx.doi.org/10.11591/edulearn.v16i4.20594.

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Students are experiencing difficulty with online learning because it requires infrastructure, such as internet access that needs to be purchased. This study examined whether online lectures increase or decrease family/student expenses on education using a qualitative approach. Data on education expenditures were collected by interviewing 736 students at State Islamic University (UIN) Antasari, Indonesia before the COVID-19 pandemic and 761 students during the occurrence. Also, interviews were used to collect data on opportunity costs during the pandemic. The results showed that the student/family average expenditure on education at State Islamic University in Indonesia (PTKIN) before the occurrence was IDR 20,420,708 per year. Meanwhile, during the pandemic, their expenses decreased to an average of IDR 15,788,989 per year, indicating a decline of IDR 4,631,719 or 22.68%.
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9

Priyanto, Panji, and Ni Putu Mila Suhandi. "Indonesian Higher Education Institutions Competitiveness and Digital Transformation Initiatives." JPI (Jurnal Pendidikan Indonesia) 11, no. 1 (February 26, 2022): 86–95. http://dx.doi.org/10.23887/jpi-undiksha.v11i1.34263.

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Анотація:
The COVID-19 pandemic is causing unexpected challenges for all education systems. Several online platforms launched by the Ministry of Education and Culture maximize available e-learning solutions and further develop lecturers' digital skills and competencies. This study aims to analyze the comparative needs of Indonesia's current digital higher education environment and conduct an in-depth study of digital learning in Indonesia's higher education environment. This study also outlines the mitigation plans, innovative strategies adopted, and implications and recommendations for universities in Indonesia. The research method uses discourse analysis with literature and news sources to assess the impact, challenges, and opportunities of higher education during the pandemic in Indonesia. This study found that the COVID-19 pandemic had a significant impact on higher education in Indonesia; Both lecturers and students at universities face many challenges in the teaching and learning process. The effect is worse in Eastern Indonesia due to poor internet connectivity for online learning. In terms of mitigating online learning, the impact is still unknown. The limitations of this study are that the literature and news studies are not comprehensive because the current pandemic crisis has not ended. This study can provide an overview of the limitations of a more empirical study that will be carried out on how the current crisis affects the learning process of higher education in Indonesia.
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Hapizah, Hapizah, Budi Mulyono Mulyono, Ely Susanti, and Cecep Anwar FS Anwar. "Constraints of Blended Learning Implementation in Higher Education." Jurnal Gantang 7, no. 2 (December 28, 2022): 115–20. http://dx.doi.org/10.31629/jg.v7i2.4660.

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Blended learning is a combination of synchronous and asynchronous learning. Implementing blended learning in mathematics learning has some problems, one of which is proving mathematics. This study aims to describe the obstacles to implementing blended learning in universities. The research was carried out at two universities in Indonesia located on the islands of Sumatra and Java. The subject of this research is the lecturer of the Mathematics Education Study Program at the two universities. The data collection technique used is an open questionnaire. The data were analyzed qualitatively and descriptively quantitatively. The study's results stated that lecturers faced many obstacles in implementing blended learning, mainly Internet, Time, Competence, and Student Personality.
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Дисертації з теми "Internet in higher education Indonesia"

1

Saleh, Abdul Aziz. "Determinants of access to higher education in Indonesia /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362337616.

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2

Arifin, Mohammed. "Student progress in the Indonesia Open University." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/385907/.

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3

Sweeting, Elizabeth Margaret. "Engineering in Indonesia : the transition from higher education into employment." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360586.

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The relationship between higher education and the world of work is explored in this thesis in a case study of engineers in Indonesia. The research attempts to gain a deeper understanding of the perceived needs and expectations of employers with regards to engineering graduates, and examines the relevance of university education and training for initial occupations in the first few years of work after graduation. The study investigates these relationships through a variety of instruments, including interviews of employers and graduates, a tracer study of 1,800 reCent engineering graduates, and in-depth studies of two of the more successful engineering institutes in the country. The thesis comprises six chapters. Following an introductory chapter, the relevant literature, reviewed in chapter 2, highlights some shortcomings in the understanding of the ·relevance of university education to the world of work. In particular, studies investigating the views of various interested parties, such as employers and professional bodies, appear not to have given sufficient attention to recent graduates and the tasks they perform, the training they receive in the work place, and their opinions of the strengths and weaknesses of their education courses. The country context for the study is discussed in chapter 3. Indonesia is a large and low-income but rapidly developing Newly Industrializing Economy. Its economy has grown at the rate of 6%-7% per annum over the last 20 years, and manufacturing employment has grown at an annual rate of 10% in recent years, bringing in their wake profound structural changes. A number of issues in, higher education are discussed next, including the rapid expansion of engineering education, the quality of new entrants to the system and their achievement levels, the format of the engineering curriculum and teacher capabilities, and their consequences for the quantity and quality of educational delivery. Chapter 4 discusses the methodology used in the research. The general framework for the research is the case study method using a combination of qualitative and quantitative research methods. A purposive sample of thirty employers were interviewed in the rapidly expanding fabricated metals sub-sector of the manufacturing industry. The interviews were complemented by observations of the production processes involved. To assist triangulation, the views of recent engineering graduates employed in the same firms were canvassed. These graduates were also included in a more comprehensive tracer study of some 1,800 recent engineering graduates from public and private universities and some public polytechnics. Finally, two case studies were conducted in an attempt to understand the reasons for the high premium graduates from the top two engineering institutions can command in professional employment. Chapter 5 discusses the findings of the surveys and interviews and analyzes the results of the research. It is divided into two parts. In part A, both employers and graduates had little difficulty in pointing out the shortcomings of current engineering education programmes. These are documented here. They were also able to formulate constructive suggestions for their improvement. Many of the suggestions were common to both groups. Part B discusses the two special studies and attempts to assess their transferability to other engineering departments. The final chapter 6 highlights some of the more important issues raised by the study. It provides a number of recommendations for education policy makers and discusses the constraints to implementing change in Indonesian higher education institutions. One important suggestion is to encourage curriculum developers and teachers to become aware and take note of the valid and substantial contribution employers and graduates can make to curriculum development. Finally, the thesis argues for the more widespread use of needs identification in curriculum development in higher education for the professions.
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4

Simpson, Jon Mark. "The political determinants of access to higher education in Indonesia /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485811293.

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5

Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.

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6

Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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Gatward, Andrew James. "An internet-attached robot system supporting teaching in higher education." Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577780.

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This research addresses three questions in the area of networked robotics: I. A model-driven review of the requirements for an Internet-attached robot system for use as a teaching resource for undergraduate and taught postgraduate level degree courses. 3. Creation of a baseline model of electronics and mechanical manufacturing capabilities across UK Higher Education establishments. 4. Establish whether manufacturing an Internet-attached robot from a bespoke design which meets all these requirements demonstrates advantages over the use of commercial off-the-shelf products. 5. A discussion of the cost and benefits of three common approaches to student assignments in robotics and related fields; hands-on laboratory experiments, simulators, and remote access laboratories. A pedagogical model for an Internet-attached online robot system for use in higher education is presented, which has been built on both a survey of Universities within the United Kingdom, and published work from authors around the world. Complementing the pedagogical model is a summary of the manufacturing capabilities typically available in a University workshop. A custom designed and purpose built mobile robot platform is presented, which together with its supporting arena environment provides an implementation of the pedagogical model. The mobile robot platform is fully bespoke, and careful design ensured that the mechanical components did not exceed the manufacturing capabilities of a typical University. Features of the robot include four-wheel drive and steering, a number of different sensors, and stereo vision support. The on-board sensors include ultrasonic rangefinders, surface colour sensors, a low-cost laser object sensor, and three stereo vision heads. Connectivity to the robot is via standards-based 802.llg wireless Ethernet and TCP/IP. A decentralised processing approach was used, so as to enable robustness and resilience of the system, and attempting to ensure that a failure of one part of a subsystem does not affect the operation of the system as a whole.
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Wong, Yuet-yau Raymond, and 黃月有. "Use of internet facilities for higher education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3126945X.

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Capshaw, Norman Clark. "How the internet affects higher education a multi-country analysis." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/991507789/04.

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Anderson, Stoerm E. "The evolution of higher education in China storied experiences of internet usage by students and faculty /." online access from Digital Dissertation Consortium access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3243971.

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Книги з теми "Internet in higher education Indonesia"

1

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

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2

Amidjaja, D. A. Tisna. Higher education development in Indonesia. Jakarta: Dept. of Education and Culture, Directorate General of Higher Education, 1988.

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3

Lukens-Bull, Ronald A. Islamic Higher Education in Indonesia. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137313416.

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4

Supriadi, Dedi. Isu dan agenda pendidikan tinggi di Indonesia. Jakarta: Rosda Jayaputra, 1997.

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5

Baumgardner, Gerald D. Implementing the Internet into higher education. East Rockaway, NY: Cummings & Hathaway Publishers, 1997.

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6

Wiludjeng, J. M. Henny. Pendidikan tinggi di Indonesia: Bibliografi beranotasi, 1980-1995. Jakarta: Pusat Penelitian Unika Atma Jaya, 1995.

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7

Henderson, Byron. The components of online education: Higher education on the Internet. Saskatoon: Centre for the Study of Co-operatives, University of Saskatchewan, 1999.

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8

Indonesia. Departemen Pendidikan dan Kebudayaan. Himpunan peraturan perundang-undangan tentang pendidikan tinggi di Indonesia, 1989-1997. [Jakarta: Ganah Perkasa], 1998.

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9

Seth, Preston David, ed. Virtual learning and higher education. Amsterdam: Rodopi, 2004.

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10

The wired tower: Perspectives on the impact of the Internet on higher education. Upper Saddle River, NJ: Financial Times/Prentice Hall, 2003.

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Частини книг з теми "Internet in higher education Indonesia"

1

Welch, Anthony, and E. Aminudin Aziz. "Higher Education in Indonesia." In International Handbook on Education in South East Asia, 1–30. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8136-3_41-1.

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2

Verheul, Hugo. "Higher Education Reform in Indonesia." In The GeoJournal Library, 185–98. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-011-0001-4_12.

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3

Lukens-Bull, Ronald A. "The Politicization of the “Apolitical”: Islamic Higher Education in Indonesia." In Islamic Higher Education in Indonesia, 1–20. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137313416_1.

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4

Lukens-Bull, Ronald A. "Religious “Dialects,” Variation, and Accusations of the Worst Kind." In Islamic Higher Education in Indonesia, 21–41. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137313416_2.

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5

Lukens-Bull, Ronald A. "Becoming Universities: Old Traditions, New Directions." In Islamic Higher Education in Indonesia, 43–65. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137313416_3.

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6

Lukens-Bull, Ronald A. "Splitting the Kiblat: Consequences of Alternate Strategies for Educating Faculty Members." In Islamic Higher Education in Indonesia, 67–85. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137313416_4.

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Lukens-Bull, Ronald A. "Women Pushing the Limits: Gender Debates in Islamic Higher Education." In Islamic Higher Education in Indonesia, 87–109. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137313416_5.

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8

Lukens-Bull, Ronald A. "Where Is the Islam, and What Kind?" In Islamic Higher Education in Indonesia, 111–33. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137313416_6.

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Lukens-Bull, Ronald A. "Theoretical Epilogue: Linguistic Modeling of Variation in Islam." In Islamic Higher Education in Indonesia, 135–52. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137313416_7.

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Pannen, Paulina. "Higher Education Systems and Institutions, Indonesia." In The International Encyclopedia of Higher Education Systems and Institutions, 1143–51. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_581.

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Тези доповідей конференцій з теми "Internet in higher education Indonesia"

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Sulistyowati, Erna, Sjarief Hidajat, Muslimin Muslimin, Agus Masruhin, and Sri Trisnaningsih. "Does The Internet Financial Reporting Reflect The Sustainability Reporting Higher Education." In Proceedings of the 2nd International Conference on Economics, Business, and Government Challenges, EBGC 2019, 3 October, UPN " Veteran" East Java, Surabaya, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.3-10-2019.2291944.

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Indrijati, Herdina, and Endah Mastuti. "INTERNET USAGE AND JUVENILE DELINQUENCY OF HIGH SCHOOL STUDENTS IN SURABAYA INDONESIA." In International Conference on Education. The International Institute of Knowledge Management (TIIKM), 2018. http://dx.doi.org/10.17501/icedu.2018.4109.

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Mastuti, Endah, Herdina Indrijati, and Prihastuti Prihastuti. "Academic Procrastination Based on Internet Usage Across Senior High School Students in Surabaya, Indonesia." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007301101990203.

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Mutiha, Arthaingan. "The Analysis of Financial Reporting Disclosure through Internet Financial Reporting on E-Government: Further Evidence from Local Government of Indonesia." In The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable 4.0 Industry”. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010704400002967.

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Riyadi, Ahmad, Yennisa Yennisa, and Laela Sagita. "COSO’s Conceptual Framework to Internal Control Management Risk in Higher Education Management." In Proceedings of the 2nd International Conference on Educational Development and Quality Assurance, ICED-QA 2019, 11 September 2019, Padang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.11-9-2019.2298436.

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Gayatri, Maria. "The Use of Modern Contraceptives among Poor Women in Urban Areas in 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.03.27.

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ABSTRACT Background: Poverty in urban areas is a complex problem for the development of human resources, including the control of population numbers. This study aimed to determine the factors influencing the use of modern contraceptives in urban areas among poor women in Indonesia. Subjects and Method: This was a cross-sectional study conducted in rural areas in Indonesia. Total of 3,249 women aged 15-49 years who were poor and live in urban areas in Indonesia were enrolled in this study. The dependent variable was the use of modern contraceptives. The independent variables were husband’s work status, desire to have children, age, number of children living with, health insurance, women education, and internet use. Data were collected from the 2017 Indonesian Demographic and Health Survey (IDHS). Data were analyzed using a multiple logistic regression. Results: The use of modern contraceptives among poor urban women in Indonesia reached 59.8%. Women living with actively working husband (OR = 2.64; 95% CI = 1.43 to 4.88; p<0.001), desire to have children (OR = 2.24; 95% CI = 1.87 to 2.67; p<0.001), aged 20-34 years (OR = 1.68; 95% CI = 1.07 to 2.65; p<0.001), the number of children living 3 or more (OR = 1.23; 95% CI = 1.03 to 1.47; p<0.001), and having health insurance (OR = 1.19; 95% CI = 1.03 to 1.39; p<0.001) were more likely to use modern contraceptive methods. Meanwhile, women who are highly educated and women who actively use the internet were more likely to not use modern contraceptives. Conclusion: The dominant factor affecting is the husband’s work status and the desire to have children. Health insurance owned by poor women greatly influences the use of modern contraceptives. It is recommended to improve communication, information and education (IEC), counseling, and access to contraceptive services to continue to be carried out in urban poor areas in Indonesia. Keywords: modern contraception, poor, urban, family planning, logistic regression. Correspondence: Maria Gayatri. Center for Family Planning and Family Welfare Research and Development, National Population and Family Planning Agency. Jl. Permata no. 1, Halim Perdana Kusuma, East Jakarta, Indonesia. Email: maria.gayatri.bkkbn@gmail.com. Mobile: 081382580297 DOI: https://doi.org/10.26911/the7thicph.03.27
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"Ethnic Violence and Community Participation in Indonesia." In Higher Education and Innovation Group. Higher Education and Innovation Group in Education (HEAIG), 2017. http://dx.doi.org/10.15242/heaig.h0117414.

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Iqbal, Moch. "Dualism System of Higher Education in Indonesia." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.33.

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Ramadanty, Sari, Yulianne Safitri, and Haris Suhendra. "Social Media Content Strategy for Higher Education, Indonesia." In 2020 International Conference on Information Management and Technology (ICIMTech). IEEE, 2020. http://dx.doi.org/10.1109/icimtech50083.2020.9211216.

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Ramayani, Citra, Siti Afiqah, and Nadzirah Nadzirah. "Higher Education in Indonesia: A Systematic Literature Review." In Proceedings of the 1st International Conference on Economic and Education, ICON 2021, 14 - 15 December 2021, Padang-West Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.14-12-2021.2318796.

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Звіти організацій з теми "Internet in higher education Indonesia"

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Tresnatri, Florischa Ayu, Asep Kurniawan, Daniel Suryadarma, Shintia Revina, and Niken Rarasati. Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/095.

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We study how information delivered by teachers to parents on students’ learning progress and guidelines for active involvement in children's education can improve learning outcomes. We conducted a randomized control trial experiment in 130 primary schools in Kebumen District, Central Java, Indonesia. The implementation of the intervention collided with the school closures due to the COVID-19 pandemic, adding to the significance of this intervention to help parents in undertaking learning from home. We find that the intervention increased parental involvement at home and communication with teachers. The information also improved parental demand to teachers which increased teachers’ motivation and support in students’ learning. However, the positive impacts on parents and teachers did not translate into improved student numeracy test scores. Further investigation revealed that parents' low capability to teach their children and the lack of right support given by teachers to students during learning from home hindered the impact on learning outcomes.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Putriastuti, Massita Ayu Cindy, Vivi Fitriyanti, Vivid Amalia Khusna, and Inka B. Yusgiantoro. Crowdfunding Potential: Willingness to Invest and Donate for Green Project in Indonesia. Purnomo Yusgiantoro Center, August 2022. http://dx.doi.org/10.33116/pycrr-1.

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Highlights • Individual investors prefer to have an investment with high ROI rather than a low-profit investment with environmental and social benefits. • Males invest and donate more money than females in terms of quantity and frequency. • People with a level of education above an associate degree (D3) have a significantly higher level of willingness to invest and donate to green project, compared to people with a lower level of education. • In general, people with a higher income level have a higher willingness to invest. However, there is no proof on the relationship between level of income and willingness to donate. • The age increases have a positive correlation with the willingness to invest in green project. Nevertheless, people >44 years old are more interested in donating than investing. • The younger generation (<44 years) tends to pick higher returns and short payback periods compared to the older generations (>44 years). • The respondents tend to invest and donate to the project located in the frontier, outermost, and least developed region (3T) even though the majority of the respondents are from Java, Madura, and Bali. • A social project such as health and education are preferable projects chosen by the respondents to invest and donate to, followed by the conservation, climate crisis, region’s welfare, and clean energy access. • Clean energy has not been seen as one of the preferred targets for green project investors and donors due to the poor knowledge of its direct impact on the environment and people’s welfare. • The average willingness to invest and donate is IDR 10,527,004 and IDR 2,893,079/person/annum with desired return on investment (ROI) and payback period (PP) of 5–8% 24 months, respectively. • Respondents prefer to donate more money to reward donations than donations without reward. • There is an enormous potential of crowdfunding as green project alternative financing, including renewable energy. The total investment could reach up to IDR 192 trillion (USD 13.4 billion)/annum and up to IDR 46 trillion (USD 3.2 billion)/annum for donation. • The main bottlenecks are poor financial literacy and the lack of platforms to facilitate public participation. • COVID-19 has decreased willingness to pay and invest due to income reduction and the uncertain economic recovery situation. However, it makes people pay more attention to the sustainability factor (shifting paradigm in investment).
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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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.

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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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Mintii, Iryna S., Tetiana A. Vakaliuk, Svitlana M. Ivanova, Oksana A. Chernysh, Svitlana M. Hryshchenko, and Serhiy O. Semerikov. Current state and prospects of distance learning development in Ukraine. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4593.

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The article presents a thorough literature review and highlights the main stages in the development of distance learning in Ukraine. Moreover, the paper suggests the periodization of distance learning. Research data on distance learning peculiarities in Ukraine during and before the pandemic make it possible to outline the main problems faced by higher education institutions’ (HEIs) teachers and students. Therefore, the study emphasizes common problems, namely hardware/software issues, poor Internet connectivity, lack of students’ self-discipline and self-organization, absence of live communication, insufficient digital literacy skills etc. The paper analyzes the benefits of MOOCs that aim at digital competence development. It presents the results of students’ survey on qualitative changes in distance learning organization in 2020–2021 academic year compared to 2019–2020 academic year. The results prove that in current academic year, distance learning is better organized due to a sufficient structure of distance learning courses, the use of one platform for the whole educational institution, higher teachers’ digital competence, the use of various resources etc.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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