Geoedupreneurship Studies in Higher Education Geography Learning in Indonesia

The literature on the re-use of learning materials has largely focused on the development of materials. This paper explores how re-use can be stimulated after learning materials have been developed and made available. We searched for and developed guidelines that support staff and/or management most frequently adopt in cases of (un)successful re-use of existing digital teaching and learning materials and methods by teachers in higher education. In a grounded theory approach, we collected existing guidelines from 11 literature studies, and developed new guidelines from 19 (mainly Dutch) case studies. Through constant comparison, we developed ‘low-level’ guidelines, which were classified into high-level guidelines. Five high-level guidelines turned out to be robust when subjected to repeated comparison with the case studies. Further, this paper elaborates existing guidelines by showing specific elaborations of them in our case studies. Keywords: educational innovation; higher education; teacher support; re-use; digital learning materials DOI: 10.1080/09687760903033074

Digital learning has become the mainstream mode of education. Cueing, as an essential component of digital learning materials, significantly influences the effectiveness of digital learning. This study investigates the design effects of cueing, defined as the impact of different cueing designs on learners’ attention, cognitive load, and learning performance in digital learning materials. To clarify the inconsistent findings in previous studies, a meta-analysis was conducted to quantitatively examine 38 empirical studies on the design and application of cueing in digital learning materials. The findings demonstrated that the inclusion of cueing in digital learning materials had a significant effect on learning performance and attention, while it had no significant effect on cognitive load. Effective cueing design needs to consider the role of moderators such as cueing type, media presentation format, and media presentation pace. Based on these findings, three applicable scenarios in which cueing can be effectively utilized in digital learning are delineated: combined cueing has a more pronounced effect on attention; dynamic digital learning materials, such as instructional animations and videos, require more cueing; and cueing is more effective in system-paced digital learning materials.

The implementation of digital transformation has been carried out in various industrial sectors, including the higher education sector. Many countries have considered changing their education system by doing digital transformation. Although digital transformation has the potential to improve the education system, developing countries still find it difficult to reap the benefits caused by certain barriers. The purpose of this study is to investigate the barriers faced when implementing digital transformation in higher education, in this case in Indonesia. The results of the questionnaire survey ensured that of the twenty-two barriers identified based on a literature review, eleven barriers significantly affecting the implementation of digital transformation in Indonesian higher education. This study contributes by revealing initial set barriers of digital transformation in the higher education sector. The findings of this study will help identify barriers that influence the direction of decision strategies for implementing digital transformation in higher education institutions in Indonesia.

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 article aims to explore the challenges associated with providing digital resources to stakeholders and identifying the obstacles and barriers to the successful design and exploitation of digital resources in the classroom and a wider learning environment. As a direct consequence of Covid-19 and the physical closure of schools we can now identify three specific content-producing cultures emerging within the educational community (Marcus-Quinn, A., T. Hourigan, and S. McCoy. 2019a. “‘The Digital Learning Movement: How Should Schools Respond?’.” Economic and Social Review 50 (4): 767–783). On the top tier we can see the independently developed resources by private educational companies that have been designed with accessibility hardwired into the resources. Such accessibility caters to the widest range of user needs. The second tier provides digital materials that have been produced by teachers in schools that have a ‘tech-driven’ agenda; such schools do not make it mandatory for teachers or students to use privately produced books. The third tier comprises teachers, outside of a formal community of practice, who use privately produced resources but modify them to suit their student needs better. There has been a rapid migration to digital learning as a direct response to the challenges posed by Covid-19 in schools (Mohan, G., S. McCoy, E. Carroll, G. Mihut, S. Lyons, and C. Mac Domhnaill. 2020. “Learning for all? Second-level education in Ireland during COVID-19.” ESRI Survey and Statistical Report Series 92 June 2020.). As schools have scrambled to adapt to this ever-changing environment, digital inclusion has never been more critical as school communities now navigate these new learning experiences (Hall, Byrne et al. 2021; Marcus-Quinn, A., and T. Hourigan. 2021. Handbook for Online Learning Contexts: Digital, Mobile and Open: Policy and Practice. Cham: Springer.; Murphy, C., A. Marcus-Quinn, and T. Hourigan. 2021a. “Exploring the Ripple Effect of ‘Always On’Digital Work Culture in Secondary Education Settings.” In Handbook for Online Learning Contexts: Digital, Mobile and Open, edited by A. Marcus-Quinn and T. Hourigan, 339–353. Cham: Springer, Murphy, C., A. Marcus-Quinn, and T. Hourigan. 2021b. “Technostress in Secondary Education Settings.” Coping with COVID: Advancing Education. The Naace Journal 89: 17–23). To comply with European legislation passed in 2019, public sector organisations and private companies and organisations need to check the accessibility of their websites, mobile apps, and media content (Oncins, E., and P. Orero. 2021. “Let's put Standardisation in Practice: Accessibility Services and Interaction.” Hikma 20 (1): 71–90. https://www.pdsttechnologyineducation.ie/en/Planning/Digital-Learning-Framework-and-Planning-Resources-Post-Primary/Digital-Learning-Framework-for-Post-Primary-Schools.pdf). The educational publishing sector should also adhere to these common accessibility standards ensuring that digital content conforms to digital equity, diversity, and inclusion principles (Mihut, G., S. McCoy, and B. Maître. 2021. “A Capability Approach to Understanding Academic and Socio-emotional Outcomes of Students with Special Educational Needs in Ireland.” Oxford Review of Education.). During the Covid-19 pandemic it became clear that there is an appetite for high-quality open-access digital teaching and learning materials (Eivers, E., J. Worth, and A. Ghosh. 2020. Home Learning During COVID-19: Findings from the Understanding Society Longitudinal Study. Slough: National Foundation for Educational Research.). To improve the consistency and reusability of such resources the education community would benefit from easy access to shared quality templates that are professionally designed and usability tested. Such an initiative is unlikely to happen without buy-in from publishers in conjunction with the Department of Education. Such collaboration was behind the successful establishment of Scoilnet: Ireland’s national repository for shared digital teaching and learning materials. During the pandemic Scoilnet compiled a list to highlight the Open-access resources available to stakeholders and requested that teachers make recommendations and upload such resources to the Scoilnet portal. It is clear that such resources need to be designed and developed, and this requires professional time and resources. We cannot expect this to happen without cost.

Increasing the creativity of Christian religious education teachers through the development of digital learning materials is urgently needed because without developing digital learning materials, PAK teachers will experience a lag in digital information. This study aims to investigate the development of digital learning materials that can increase the creativity of Christian religious education teachers. In the digital era that continues to grow, the use of technology in Christian religious education has great potential to create a more interesting and effective learning experience. This study uses a type of qualitative research and involves literature studies to gain an in-depth understanding of the integration of Christian religious values in digital learning. The results of the study show that the development of digital learning materials can provide significant benefits in increasing the creativity of Christian religious education teachers. By integrating Christian religious values, teachers can create more innovative and creative teaching methods. The use of technological resources such as multimedia, video, and interactive software allows teachers to extend learning materials and create more engaging learning experiences for students.

The study aims to construct an innovation-based digital learning material (DLM) development ecosystem that penetrates and sustains within the school culture in order to diffuse and maintain DLM development. Sixty-two teachers from 21 different branches participated in this nested mixed design study. Data were collected through scales and interviews, and the study was based on the steps adopted by Rogers on the diffusion of innovation. Quantitative data were analysed with cluster analysis, logistic and multi-linear regression. Qualitative data were analysed with structural, in vivo, and axial coding in order to construct the ecosystem. The findings demonstrate that the main variables, which were determined to influence the adoption and sustenance of DLM development by teachers, were the support of administrators and colleagues, the willingness and need to develop DLM, computer knowledge, and DLM development self-efficacy.

The literature on the re-use of learning materials has largely focused on the development of materials. This paper explores how re-use can be stimulated after learning materials have been developed and made available. We searched for and developed guidelines that support staff and/or management most frequently adopt in cases of (un)successful re-use of existing digital teaching and learning materials and methods by teachers in higher education. In a grounded theory approach, we collected existing guidelines from 11 literature studies, and developed new guidelines from 19 (mainly Dutch) case studies. Through constant comparison, we developed ‘low-level’ guidelines, which were classified into high-level guidelines. Five high-level guidelines turned out to be robust when subjected to repeated comparison with the case studies. Further, this paper elaborates existing guidelines by showing specific elaborations of them in our case studies.Keywords: educational innovation; higher education; teacher support; re-use; digital learning materialsDOI: 10.1080/09687760903033074

The commitment to implementing inclusive education in Indonesia is already at the higher education level. However, in reality, disabled people still have difficulty obtaining opportunities to study in university. Concerning the gap in inclusive education (commitment and implementation), this article aims to examine the inclusive education management performance at universities in Indonesia. This review is critical because only 401 disabled people in Indonesia are registered as students at various universities in Indonesia. The articles in the current study go through three stages of narrative review: determining the scope of the research focus, determining the urgency and novelty of the research, and determining the research formulation and objectives. A study of 14 articles through the Google Scholar database was published in 2000-2021. The study results show that most universities in Indonesia are still not open to inclusive education and the admission of students with disabilities implementation. In addition, universities in Indonesia are not ready to provide management and facilities that support the learning process and the accessibility of the campus environment to suit the needs of students with disabilities. Human resources in higher education such as lecturers and education staff are not ready to provide services and modify learning for disabled students.

ABSTRACT: Developing graduate core competencies in higher education has been becoming an actual and trend issue due to the greatest concerns of students, governments, and employers about the quality of higher education outcomes. Higher education in Indonesia should turn the policies and the curriculum of university from conventional objective to recent contexts of global changes and employment settings. University must develop a curriculum which is not only aim to develop students’ knowledge but also to develop students’ core competencies, namely communication skill, IT (Information and Technology) skill, numeracy, learning how to learn, problem solving, working with others, and subject content competencies. The frameworks of core competencies development should be formulated and implemented and graduate “core competences” must become a measurement of quality to face the global competition. By this manner, intended outcomes of higher education namely employability, lifelong learning, and good citizenship will be attained. In other words, the universities in Indonesia should envisage that every single graduate of the university posses the seven attributes. The seven skills could be carried out in delivering course content. Finally, by equipping students with the core competencies they will succeed as professionals and responsible members of society. KEY WORDS : Core competencies, higher education in Indonesia, policies and curriculum of the university, and global competition. About the Author: Hadiyanto is a Lecturer at the Faculty of Teacher Training and Education UNJA ( Universitas Negeri Jambi or State University of Jambi) in Sumatera, Indonesia. He can be reached at: hadi_tesl05@yahoo.com How to cite this article? Hadiyanto. (2010). “The Development of Core Competencies at Higher Education: A Suggestion Model for Universities in Indonesia” in EDUCARE: International Journal for Educational Studies , Vol.3(1) August, pp.11-22. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877. Chronicle of the article: Accepted (June 9, 2010); Revised (July 17, 2010); and Published (August 17, 2010).

This paper presents a study of developing a framework using Interpretive Structural Modeling (ISM) for the barriers to digital transformation in higher education in a particular context: Indonesia. This study has identified 55 contextual relationships between the 11 key barriers and has developed five levels of the structure hierarchy. This study also proposed a four-phase strategy that will guide us to improve the strategy of the implementation of digital transformation in higher education in Indonesia. This research gives contribution by providing a better understanding of barriers and the interrelationships among barriers in the implementation of the digital transformation in the higher education domain.

The study aimed to examine the influence of entrepreneurial passion, entrepreneurial literacy, role model inspiration, and self-efficacy on entrepreneurship readiness among higher education students and the role of the project-based learning model implementation as a moderator variable. The population in the study were students in higher education in Indonesia who had taken entrepreneurship courses. Data from 313 valid respondents were analyzed against the research model using the Partial Least Squares Structural Equation Modelling. The findings revealed that entrepreneurial passion, entrepreneurial literacy, and role model inspiration were found to positively influence self-efficacy as well as entrepreneurship readiness among students in higher education. Unpredictably, the moderator project-based learning models’ implementation was shown to have an insignificant effect on the influence of entrepreneurial passion, entrepreneurial literacy, and role model inspiration toward entrepreneurship readiness among students in higher education. The findings of this study provide several important theoretical and practical implications for entrepreneurship readiness among students in higher education. higher education in Indonesia who had taken entrepreneurship courses. Data collected from 313 valid respondents were analyzed against the research model using the Partial Least Squares Structural Equation Modelling. The findings revealed that entrepreneurial passion, entrepreneurial literacy, and role model inspiration were found to positively influence self-efficacy as well as entrepreneurship readiness among students in higher education. Unpredictably, the moderator project-based learning models’ implementation was shown to have an insignificant effect on the influence of entrepreneurial passion, entrepreneurial literacy, and role model inspiration toward entrepreneurship readiness among students in higher education. The findings of this study provide several important theoretical and practical implications for entrepreneurship readiness among students in higher education.

The study aimed to examine the influence of entrepreneurial passion, entrepreneurial literacy, role model inspiration, and self-efficacy on entrepreneurship readiness among higher education students and the role of the project-based learning model implementation as a moderator variable. The population in the study were students in higher education in Indonesia who had taken entrepreneurship courses. Data from 313 valid respondents were analyzed against the research model using the Partial Least Squares Structural Equation Modelling. The findings revealed that entrepreneurial passion, entrepreneurial literacy, and role model inspiration were found to positively influence self-efficacy as well as entrepreneurship readiness among students in higher education. Unpredictably, the moderator project-based learning models’ implementation was shown to have an insignificant effect on the influence of entrepreneurial passion, entrepreneurial literacy, and role model inspiration toward entrepreneurship readiness among students in higher education. The findings of this study provide several important theoretical and practical implications for entrepreneurship readiness among students in higher education. higher education in Indonesia who had taken entrepreneurship courses. Data collected from 313 valid respondents were analyzed against the research model using the Partial Least Squares Structural Equation Modelling. The findings revealed that entrepreneurial passion, entrepreneurial literacy, and role model inspiration were found to positively influence self-efficacy as well as entrepreneurship readiness among students in higher education. Unpredictably, the moderator project-based learning models’ implementation was shown to have an insignificant effect on the influence of entrepreneurial passion, entrepreneurial literacy, and role model inspiration toward entrepreneurship readiness among students in higher education. The findings of this study provide several important theoretical and practical implications for entrepreneurship readiness among students in higher education.

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.

Equal access to education for all is a prioritized goal in many parts of the world and included in several national and international regulations. Universal Design (UD) of information and communication technology (ICT) can ensure accessibility of digital learning materials (DLMs). However, until recently the implementation of UD of ICT in higher education institutions (HEIs) has been lacking. This study investigates the practical implementation of UD of ICT of DLMs among teachers in HEIs, challenges experienced by them, and what support is offered by their HEI or what support they believe would be helpful when implementing UD in DLMs. Data was collected through interviews and an online survey from a total of twelve faculty members recruited from eight universities in Norway and analyzed using thematic analysis. Findings indicate that teachers in HEIs do not practice UD of ICT on their DLMs, and that they lack training, sufficient time, and practical support from their HEIs to make their DLMs universally designed. The paper concludes that although HEIs appear willing to provide the necessary support and actions to implement UD of ICT, there seems to be a lack of internal policy on UD.