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All Journal Mamangan Social Science Journal English Review: Journal of English Education
Tri Wintolo Apoko
Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Evaluation Of Prior Learning Recognition (RPL) Program In Higher Education Irdalisa Irdalisa; Benny Hendriana; Isnaini Handayani; Arum Fatayan; Isa Faqihuddin Hanif; Tri Wintolo Apoko
Jurnal Mamangan Vol 14, No 2 (2025): Special Issue
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v14i2.9995

Abstract

The purpose of this study was to evaluate how the Recognition of Prior Learning (RPL) program is implemented in Higher Education. The learning process in Indonesia is currently no longer limited to the classroom or formal academic environment. The acquisition of knowledge and skills obtained for the community can be through work experience, training, and non-formal activities. The Recognition of Prior Learning (RPL) program is designed to recognize and validate knowledge and skills obtained outside of formal education, by providing academic credits equivalent to the results of learning in the classroom. RPL serves as an important bridge for students to utilize their experiences and accelerate the completion of studies in higher education. This research method is descriptive-quantitative with 73 students as research subjects. The results showed that this RPL program received a positive response and became the choice of students in continuing their studies. Regarding the stages of the RPL program learning activities, 66.7% of newly registered students strongly agreed and 33.3% agreed that the learning activities encouraged students' curiosity because the material studied was linear with their field of work. Regarding the benefits of the RPL program, 84.2% of RPL students strongly agreed and 15.8% agreed that during the RPL program they gained a lot of new experiences and knowledge that could be implemented in their work. This RPL program contributes to workers to gain access to education, improve competency, obtain a bachelor's degree and support career plans. Thus, the implementation of RPL must be guaranteed in quality so that graduates have standardized graduate achievement quality
LEARNING TOGETHER, THINKING DEEPER: ONLINE PEER ASSESSMENT AND THE DEVELOPMENT OF LEARNER AUTONOMY IN AN INDONESIAN EFL WRITING CLASS Silih Warni; Tri Wintolo Apoko; Ji Hye Jaime Chung; Hamzah Puadi Ilyas
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.199

Abstract

Online peer assessment is one of the strategies in authentic assessments in English class. However, few studies investigate the impacts of online peer assessment to foster EFL learner autonomy for writing class in higher education context. This study aims to explore online peer assessment on the promotion of learner autonomy in an EFL writing class. Drawing on Cotterall's (1995) learner autonomy dimensions, the research employed a qualitative design using semi-structured interviews with six participants selected purposefully and classroom observations of 22 undergraduate students enrolled in an English writing class at a reputable private university in Eastern Jakarta. The study employed Braun & Clarke's (2006) thematic analysis framework to analyze the data. The findings revealed that online peer assessment positively impacted five key aspects of learner autonomy: students’ perceptions of the teacher’s role, goal-setting behavior, responsibility for learning processes, use of learning strategies, and capacity for self-evaluation. Additionally, online peer assessment served as a motivational catalyst, enhancing students’ engagement and confidence in writing. Online peer assessment also enhanced deep learning by guiding students beyond surface corrections toward analysis, synthesis, and evaluation, fostering reflective practices, higher-order thinking, stronger writing strategies, and long-term knowledge retention. Implications for practice and future research are also discussed.
Co-Authors Arum Fatayan Benny Hendriana Hamzah Puadi Ilyas Irdalisa Isa Faqihuddin Hanif Isnaini Handayani Ji Hye Jaime Chung Silih Warni