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All Journal Indonesian Journal of Law, Governance, and Regulation Journal of Modern Education Research
Fawaz Muhammad Khaer
School of Social and Political Science, The University of Edinburgh, United Kingdom.

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Licensing authority without licensing power: Regional business licensing law and investment regulation in Indonesia, with a case study of nickel governance in Sulawesi Fawaz Muhammad Khaer
Indonesian Journal of Law, Governance, and Regulation Vol. 1 No. 2 (2026): August 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/ijlgr.v1i2.2217

Abstract

Indonesia has spent two decades reforming business licensing, moving from big-bang decentralisation to a centrally operated, risk-based online system. This article asks what that trajectory has done to the licensing authority of regional government, and with what consequences for investment regulation. Using a socio-legal design that combines doctrinal analysis of statutes, government regulations and court decisions with an embedded case study of nickel licensing in Sulawesi between 2020 and 2026, it argues that Indonesian licensing law now exhibits a three-way decoupling: authority has moved to the centre, administrative capacity has not followed it, and legal accountability for licensed harm has remained local. The evidence includes the 2024 work-plan approval bottleneck that drove the world's largest nickel producer to import ore; a 2025 district court judgment holding a governor and a regent liable for pollution they cannot lawfully license; and a 39% fall in Morowali's revenue share between 2023 and 2025, during its fastest period of output growth. Comparison with revocation episodes in Raja Ampat and Wawonii shows revocation operating as a political instrument rather than a legal regime. The article proposes an authority–capacity–accountability alignment test for evaluating licensing reform in decentralised states.
How effective is gamification in education? A second-order meta-analysis of effect sizes, methodological quality, and small-study effects Fawaz Muhammad Khaer
Journal of Modern Education Research Vol. 1 No. 2 (2026): October 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/jmer.v1i2.2343

Abstract

Meta-analyses of gamification in education have multiplied, but their overlapping evidence, uneven quality, and divergent estimates make the size and robustness of gamification effects difficult to judge. This second-order meta-analysis included 55 first-order meta-analyses published through October 2026, identified through Crossref, Semantic Scholar, ERIC, and citation searching. One estimate per meta-analysis and outcome domain was pooled in random-effects models with restricted maximum likelihood and the Hartung-Knapp-Sidik-Jonkman adjustment; methodological quality was appraised with AMSTAR 2, and overlap with the corrected covered area. Gamification had moderate positive average effects on cognitive outcomes (g = 0.68, 95% CI [0.55, 0.81], k = 28), motivational and affective outcomes (g = 0.58 [0.50, 0.67], k = 21), and behavioral outcomes (g = 0.56 [0.42, 0.71], k = 9). Cognitive estimates varied far beyond second-order sampling error (95% prediction interval [0.08, 1.28]), whereas motivational and behavioral estimates were more consistent. Meta-analyses with larger standard errors reported larger cognitive effects, and precision-effect estimates reduced the cognitive effect to between 0.29 and 0.48. Of the 28 meta-analyses with accessible full texts, 24 were rated critically low in confidence, mainly because they lacked protocols, risk-of-bias assessment of primary studies, and justified exclusions. Educational level, subject, publication period, and focus on specific tools did not reliably moderate effects, and moderator findings reported within meta-analyses were inconsistent. Gamification appears beneficial on average, but the meta-analytic literature probably overstates its cognitive effects and offers little guidance on when it works. Future syntheses should be preregistered, appraise primary studies, and model small-study effects.
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