Changing Knowledge Production in Indonesian Higher Education: Is It a Bare Pedagogy?

The Internal Quality Assurance System (in Indonesian: SPMI (Sistem Penjaminan Mutu Internal) is a systemic activity of quality assurance of higher education in Indonesia. SPMI should be done by all higher education or universities in Indonesia based on the Regulation of the Minister of Research, Technology and Higher Education of the Republic of Indonesia Number 62 of 2016. Implementation of SPMI must refer to the principle of SPMI that is independent, standardize, accurate, well planned and sustainable, documented and systematic. To assist the SPMI cycle properly, universities need a supporting software to monitor all the activities of SPMI. But in reality, many universities are not optimal in building this SPMI monitoring system. One of the obstacles is the determination of system requirements in support of SPMI principles is difficult to achieve. In this paper, we observe the initial phase of the engineering requirements elicitation. Unlike other methods that collect system requirements from users and stakeholders, we find the system requirements of the SPMI principles from SPMI guideline book. The result of this paper can be used as a choice in determining SPMI software requirements. This paper can also be used by developers and users to understand the scenario of SPMI so that could overcome the problems of understanding between this two parties.

This study aims to analyze the factors influencing the Gross Enrollment Ratio in Higher Education (GERHE) in Indonesia during the period 2018–2024. The independent variables examined include GDP per capita, population growth rate, poverty rate, government spending on education, and open unemployment rate. Using panel data from 34 provinces in Indonesia and applying a Fixed Effect Model (FEM), the study investigates the impact of these macroeconomic and social indicators on GERHE. The estimation results indicate that both the poverty rate and population growth rate have a negative and statistically significant effect on GERHE, while government spending on education and the open unemployment rate show a positive and significant relationship. In contrast, GDP pre capita does not exhibit a statistically significant impact. These findings highlight that access to higher education in Indonesia is strongly affected by social welfare factors and regional fiscal capacity, underscoring the importance of affirmative policies and government interventions in overcoming structural barriers to education access.

The history of higher education (HE) in Indonesia in the early twentieth century was marked by discrimination. The first HE institution (HEI), Technische Hogeschool, was established in 1920 in Bandung with twenty-eight students, of which twenty-two were Dutch, four Chinese, and two Indonesian. In the year 1923/24, this school graduated eleven people, none of whom were Indonesian. The first Indonesian graduates occurred in 1925/26, one of whom was Soekarno, who would become the first president of the Republic of Indonesia. Education in that era was used to maintain social status and diversity. Indonesian schools for local students were slowly established by the Dutch. Whereas Spain had established HE in the Philippines in the sixteenth century, and England followed in India in the seventeenth, the Dutch did not establish HE in Indonesia until the twentieth century. In the 1930s, the percentage of citizens who attended school was only 2.3, compared with, 4.5 in India, 9.7 in the Philippines, and 19.5 in the Netherlands (Nasution 2001: 144–145). In that year (1930), only ninety-one Indonesians had the status of students, becoming one hundred and sixty-seven in 1940, or only three per million people. At that time only members of noble families could possibly attend school. Commoners were unable to do so because the costs of middle school were beyond reach. This was also the situation for those from Java. For them schooling was expensive, very limited, and only available in the center of the island.KeywordsHigh EducationLabor MarketEducation BudgetPrivate HEIsNational Quality StandardThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This article discusses the use of Social Media and Networking (SMN) as an Educational Tool for Higher Education in Indonesia. Technology has been an integral part of our life and it cannot be separated from the education sector either. This article examines the history of Social Media and Networking in altering thy way people communicate, before proceeding to examine its use in Education in general. This article will first discuss about the current situation of SMN and Higher Education (HE) in Indonesia. Definition of what SMN is and the types will be described as well. It will then present the promise and the challenges of utilizing the SMN for HE, as well as the current debates on this issue. There have been considerable discussions and debates regarding the implementation or the benefits of utilizing SMN into the education sector, especially in Indonesia. The question whether the use of SMN in education will bring more benefits than drawbacks, remains as a widely debated topic. This article will examine opinions from scholars and scholarly journals about the topic before comparing them with the context within Indonesian education sector. It will then present the promise and the challenges of utilizing the SMN for HE, as well as the current debates on this issue. Finally, some considerations and suggestions will be provided at the end of the article.

Many historians and scholars have embraced the concept of ""tradition vs modernity,"" arguing that Islamic educational institutions play a minor role in Muslim civilization's intellectual development. Despite the fact that portrayals of Islamic educational institutions, such as madrasas, as legacies of medieval antiquity are still popular in public discourse, numerous historians, philosophers, and scholars have debated this concept over the years. This research is a comparative study to explore the modern Islamic educational reform in Islamic higher education in Tunisia and Indonesia. As well as its contribution to development. The purpose of this study is to answer what are the explorations of educational reform in Indonesia and Tunisia's higher education? What is both countries' contribution to the development of Islamic education? The study was conducted using a qualitative method with an historical approach. The historical books of colonialism in Indonesia and Tunisia were used to collect data for the exploration of Islamic educational reform in Islamic higher education. Data also includes journals, articles, books, news, and international data that are relevant to the theme. The findings of the study show that modern reform is impacted by the colonial system in Indonesia, which allowed faith-based schools to take control of the schools. Islamic higher education in Indonesia is growing with modern ideas and has a dualistic system. While in Tunisia, of the French colonial type, they tried to get rid of all Islamic education because many Islamic higher education or madrasas were gotten rid of. As a result, following the end of colonialism, Islamic higher education in Tunisia now consists of just one and only Zaitunah University as part of Islamic civilization. This paper expects that by providing insight into colonial-era transformations, current and future generations of educators will recognize their significance and help to reintegrate an Islamic worldview, epistemology, and ethics into higher education development.

The transformations of Islamic higher education in Indonesia have occurred since the establishment of STI to PTAIN, then IAIN and UIN. It has tremendous impact on the implementation of models of Islamic studies. At early stage of development, Islamic higher education in this country tends to follow a normative-idealistic approach of Islamic studies due to the huge influences of many Middle Eastern graduates. However, changes of Islamic studies approach come to exist when the Western graduates bring non-scriptualistic methodologies and multidisciplinary approach in Islamic studies. If compared to Malaysia, the two poles of Eastern or Western and Islamic or non-Islamic higher education types have been integrated with the paradigm of Islamization of knowledge. Recent development indicates that Malaysian and Indonesian universities have intensified their mutual cooperation through U to U or G to G Memorandum of Understanding. There are several ways of encounters, namely teacher (or lecturer) and student exchanges, literature line, bilateral cooperation, and informal factors. With the closer link between the two people of these countries, the bonds between Islamic studies connecting the two countries have become closer.

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES Teach’ on students’ learning experiences in a computer-assisted language learning (CALL) course with flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ meaningful learning activities. The observation of students’ learning activities on the LMS was also recorded to support the interview data. The LMS was adopted to distribute and receive information, thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES Teach is recommended to be performed in teaching CALL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in term of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replaced other non-educational favorite websites. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.

This study aims to conceptualize a new variable as an intervention in the relationship between leader personality and the internationalization of Islamic higher education (IIHE) in Indonesia. The variable is ‘adl relational global leadership (ARGL), which is the integration between global leadership and Islamic values. The methodology is to derive an integrated theory of leadership and Islamic values based on logical connections. ARGL is used to mediate openness to experience and tawadhu toward IIHE. The results of this conceptual study show that ARGL can improve IIHE, while openness to experience and tawadhu affects the formation of ARGL. This conceptual research provides a theoretical contribution to the development of global leadership, by offering a new concept of ARGL, namely global leaders who are intervened with Islamic values demonstrates the potential to support and promote IIHE. Based on the results of this study, it is recommended that the leader’s personality influences ARGL which ultimately drives IIHE. Openness to experience and tawadhu can be the basis for assessing and selecting global leaders needed by internationally oriented universities. This study adds to the existing literature, with a new concept of ARGL that higher education needs to succeed in internationalization.

Higher education in Indonesia, both state and private higher education, is a national instrument in improving the quality of life in society, state and nation. The agenda of improving the quality of higher education cannot be separated from improving the quality of lecturers’ career development. Whilst this career development should be similar at all higher education institution, the career development among lecturers at private higher education is somehow behind compared to those at the state higher education institutions. This paper is written based on a study examines the influence of competency factor, organizational culture and achievement motivation on work performance and career development of lecturers at private higher education in Indonesia. The study also looks into lecturer work performance as a mediator variable for the relationship between organizational culture and lecturer career development, and lecturer work performance as a mediator variable for the relationship between achievement motivation and lecturer career development. A total of 210 questionnaires were distributed to research locations and 192 (90%) data is processed using PLS Smart4 Structural Equation Modeling (SEM) statistics. The results of the study show that organizational culture, competency and achievement motivation have direct, positive and significant influence on the work performance of lecturers at private higher education in Indonesia. Furthermore, organizational culture and work performance also have direct and significant influence on lecturer career development. These are similar findings for lecturers at the state higher institution. However, the study findings reveal that neither achievement motivation does not have positive and significant effect on lecturer career development, nor, work performance has full mediation (partial mediation) for the relationship between organizational culture and lecturer career development. Moreover, the relationship between achievement motivation and lecturer career development is not mediated by lecturer work performance. It is concluded that the reasons behind this related to the heavy teaching workload, limited financial resources and unachieved status and reputation as the state higher education institutions.

This study aims to describe the level of intellectual capital disclosure and examine the effect of age, size, and internationality on the intellectual capital disclosure (ICD) of higher education in Indonesia. This study also sees the difference in intellectual capital disclosure between public and private higher education. This study uses 88 official websites of higher education in Indonesia. The ICD component used in this study is a framework comprising 60-item—testing tools for multiple linear regression analysis with a significance level of 0.05. The results obtained are: (1) size has a significant effect on intellectual capital disclosure; (2) age and internationality haven’t a significant effect on intellectual capital disclosure; and (3) intellectual capital disclosure of public higher education and private higher education has a different pattern. Public higher education is more likely to disclose information about human, structural, and relational capital in a narrative format. Meanwhile, private higher education is more likely to disclose structural and relational capital information in a narrative format but does not reveal information about human capital. This study contributes to the reference related to the pattern of intellectual capital disclosure among higher education (public and private higher education) and its affecting factors.

This research seeks to fill the gap by exploring productivity culture theory and applying in concretely in the Indonesian context. Thus, this research is expected to provide new insights and significantly contribute to the design of more effective and inclusive policies to improve the productivity culture in higher education in Indonesia. This research uses a descriptive research type method to better understand productivity culture from various theoretical and practical perspectives. This research shows that productivity culture in higher education is very important. it can be found that there are several challenges and problems of productivity culture in Indonesia, including Inequality of Access, inequality of quality, lack of access, and problems from input, process, and output of higher education in Indonesia. In order to overcome the problems above, it is necessary to have mutual cooperation and collaboration from all parts of the nation as the key to implementing several alternative solutions, including the Use of government education fund allocation for research, The Establishment of Writer University, Collaboration of Indonesian universities with top world universities, Improving the quality and management of educators and education personnel in higher education. The awareness of productivity culture is a concern and requires a balance between input, process, and output quality in higher education. This study may not consider some factors that can influence the increasing productivity culture, such as geographic conditions and cultural diversity in various regions of Indonesia. Further research with a conceptual approach can provide more comprehensive insight into productivity culture problems in higher education in Indonesia.

The most outstanding event in recent history has been the continuous increase in the proportion of students entering higher education. Thus, it seems reasonable to assume to what extent this significant increase in higher education participation has a connection to the individual characteristics, social-economic, religion, gender ethnicity geography variables. Using data from the IFLS, a binomial logit model was fitted to determine the factors that influence an individual to pursue a higher-level education as observed by the recent rise in the demand for higher education in Indonesia. The empirical findings of the study indicate the following: firstly, individual characteristic; score, school type are relevant variables for individual participation in higher education. Secondly, for the socioeconomic variables; income, father’s education, mother’s education, household status, household size are important variables for individual participation in higher education. Finally, for the gender, ethnicity variables; the results were quite shocking, both Javanese and Male are the less likely to demand higher education in Indonesia. Further, regional and geographic variables were found to be insignificant.

This study aimed to analyze lecturers' perceptions of transformational leadership on lecturers' creativity in independent campus at higher education in Indonesia. The research design used is a quantitative study in which hypotheses are tested through survey methods. The sampling technique in this study was targeted sampling using a non-probability sampling method, and the criteria were lecturers at higher education in Indonesia who had been on the Freedom Campus for > 1 year. Data analysis technique using SEM – PLS (Smart PLS). The findings of this study were that perceptions of transformational leadership had positive effect to lecturers' relationship, however, there was no impact to increase on lecturers' creativity.

: The management of university must be managed as the industry, because the education itself has also been become as an industry. As an industry, including in the human resource development, education must be managed professionally by so many activities such as to produce and to distribute, and to sale the education service to the people or consumer that be done by professional manpower. Meanwhile, in the economic perspectives, promotion is the activity of marketing which informs about the products in order being influenced and remembered by stakeholder. In the activity of promotion, it contains the meaning of communication. In the framework of theoretical perspective above, the objective of the study was to determine the relationship between promotion and consumer’s behavior in Indonesian higher education. The study was conducted at the University of Muhammadiyah Prof. Dr. HAMKA (UHAMKA) in Jakarta on April to June 2006 with a sample of 40 selected randomly. The study concluded that there was a positive relationship between promotion and consumer’s behavior in Indonesian higher education, whereas Y = 37 + 0.955 + 0.767 X at a = 5 meaning with 1 unit increase in promotion will cause 0.767 unit increase in consumer’s behavior in higher education. Key words: management of university, professional manpower, promotion, consumer’s behavior, and higher education in Indonesia. About the Author: Dr. Hj. Sini Suwarni is a Senior Lecturer at the Faculty of Education and Teacher Training UHAMKA (University of Muhammadiyah Prof. Dr. HAMKA, Haji Abdul Malik Karim Amrullah ) in Jakarta, Indonesia. She can be reached at: aspensi@yahoo.com How to cite this article? Suwarni, Sini. (2011). “Promotion, Behavior, and Consumption: A Correlation Study between Promotion and Consumer’s Behavior in Indonesian Higher Education” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.4, No.1 [Mei], pp.85-92. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of article: Accepted (March 7, 2011); Revised (April 20, 2011); and Published (May 20, 2011).

The problem of modernization of Islamic higher education in Indonesia has been long debated among experts. Some of them agree that Islamic higher education is left behind compared to general or non-Islamic higher education, whereas middle-class moslem society in Indonesia has increased. This article tries to explain the latest development of Islamic higher education in Indonesia and identify key issues that hamper the modernization of Islamic education. The data are collected from selected documents, articles, and recent research from experts. Modernization of Islamic higher educations can be done through strengthening institutions’ capacity, improving the quality of human resources, improving student activities, and upgrading research and publication especially in the field of applied sciences.