Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Wihardini, Diah
Unknown Affiliation
Education Engineering Industrial & Manufacturing Engineering Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Assessing Lecturer’s Understanding of Plagiarism: A Case in Indonesia Wihardini, Diah
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 9 No. 2 (2020): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v9i2.16043

Abstract

Plagiarism, a concept of intellectual property in academic writing, has gained importance during the past few years in Indonesian higher education system. The vague definition and understanding of plagiarism have seemed to induce inconsistent efforts in preventing plagiarism practices in the local tertiary institutions (Akbar and Picard, 2019). This study aims to introduce and describe the step-by-step process in developing an assessment instrument that can measure a university lecturer’s understanding of plagiarism concept. A Rasch’s partial credit model was used in the data analysis to explain the different levels of the hypothesized understanding of plagiarism construct. Not only that the findings can help ones to learn the necessary steps to develop the instrument that upholds standards of reliability and validity, they can also provide good insights for the university authority to set an appropriate training for the lecturers on plagiarism prevention and mitigation as the different levels of these lecturers’ understanding of plagiarism are unpacked and addressed.
INDUSTRIAL PERSPECTIVE ON MICRO-CREDENTIALS: A COMBINED SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS Johan, Riche Cynthia; Purwoningsih, Tuti; Rullyana, Gema; Wihardini, Diah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 4 (2025): Volume 9, Nomor 4, December 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i4.39731

Abstract

This study aims to explore the development and application of micro-credentials (MCs) as an alternative, competency-based learning model increasingly adopted in higher education and industry. Micro-credentials represent an alternative, competency-based learning model increasingly adopted in higher education and industry. The method used is a combination of a systematic literature review (SLR) and bibliometric analysis, designed to examine research trends, learning models, curriculum structures, and skill areas associated with micro-credentials. Data from 482 documents indexed in Scopus and Web of Science (WoS) from 2008 to 2023 were analyzed. The findings reveal a growing global interest in MCs, particularly in digital, information, and technical skills fields. The bibliometric analysis highlights the United States as the leading country in micro-credentials research, followed by Australia and the United Kingdom. The thematic analysis identifies four primary learning models used in micro-credentials: Project-Based Learning (PBL), Self-Directed Learning, Problem-Based Learning, and Game-Based Learning. Additionally, micro-credentials curriculum structures often adopt modular, blended, and online formats to offer flexible, accessible learning pathways. Industry engagement is critical in MC, ensuring curriculum relevance to workforce needs through collaborations that define skill requirements, offer internships, and co-develop assessments. Micro-credentials evaluation methods focus on competency-based assessments, including portfolios and direct performance evaluations, providing practical evidence of learners’ skills and readiness for professional roles. The implication of this study is to provide a structured foundation for institutions and policymakers to design more effective, standardized, and industry-aligned micro-credential programs, while encouraging further research on long-term outcomes, transferability, and recognition across education and labor systems.
Co-Authors Gema Rullyana Johan, Riche Cynthia Purwoningsih, Tuti