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All Journal Jurnal Ilmu Pendidikan JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Jurnal Pendidikan Islam International Journal of Educational Qualitative Quantitative Research
Gorni, Richard Lionel
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Supporting Transformation of Indonesian Higher Education Quality Assurance: The Advanced Socialization of Merdeka Belajar Policy 26th Chapter Ruhimat, Mochammad Devi Cahya; Rahyasih, Yayah; Gorni, Richard Lionel; Shodikin, Rifan
Jurnal Ilmu Pendidikan Vol 30, No 2 (2024): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i2p127-139

Abstract

The regulation of the Minister of Education and Culture, Research, Technology, and Higher Education (Permendikbud) Number 53 of 2023 concerning higher education quality assurance standards as the 26th Chapter of the Merdeka Belajar policy, which was officially socialised on August 2023. The Policy is being promoted to encourage quality transformation in Indonesian higher education, which contains several complex reforms and still needs to be better understood by Indonesian higher education stakeholders. Policymakers and implementers in higher education have the potential to make mistakes in following up on this policy. This research aims to formulate a model for advanced socialisation of this Policy, implement it, and report the results. A qualitative, descriptive case study model was used in this research. Selected literature sources from the Scopus database were used to formulate a model of advanced socialisation. The socialisation model as a Webinar was implemented on 6th November 2023 for 838 participants consisting of higher education policymakers, lecturers, students, school principals, and teachers. The evaluation results show that the Webinar's objectives were achieved well, marked by increased participants' understanding. This research recommends continuing dissemination activities to expand and improve knowledge of these transformative policies. As the theoretical implication, this research promotes a new model of socialisation in educational Policy, namely collaborative academic socialisation in higher educational policy.
INTEGRATION OF TECHNOLOGY IN THE PRE-SERVICE TEACHERS FOR EDUCATIONAL MANAGEMENT; THROUGH CURRICULUM IN GHANA Gorni, Richard Lionel; Saud, Udin Syaefudin; Sumarto, Sumarto; Nurdin, Diding
JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL Vol. 16 No. 1 (2024): JUPIIS (JURNAL PENDIDIKAN ILMU-ILMU SOSIAL) JUNE
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jupiis.v16i1.55682

Abstract

This study aims to investigate the integration of technology in the preparation of prospective teachers for educational management through the curriculum in Ghana. Utilizing a qualitative approach, the study analyzes how technology is embedded in learning and how prospective teachers respond to it in the context of education management. The main focus of this research is on the concept and use of technology in the educational process to enhance the understanding and skills of prospective teachers.  However, the study found that the curriculum policies, structure, and guidelines for pre-service teachers lack a clear vision for effectively integrating technology. Interviews with policymakers indicated their recognition of the importance of technology integration but also revealed the lack of investment hindered its progress. Drawing on the study's findings and existing research, context-specific recommendations are proposed, focusing on promoting innovative technology-based pedagogical models and developing effective leadership. The study involved participants from a teacher preparation program in Ghana, with data collection conducted through in-depth interviews, classroom observations, and curriculum document analysis. Data were analyzed using an inductive approach to identify common patterns in technology integration and prospective teachers' responses to it. The results of this study are expected to provide insights into the extent to which technology is integrated in the teacher preparation curriculum in Ghana, as well as its impact on teacher candidates' readiness to manage education. The practical implications of this study can provide recommendations for improving the teacher education curriculum, adapting teaching strategies to technological developments, and increasing the effectiveness of teacher preparation in the digital era. The findings can provide valuable guidance for policy makers, educational institutions and educators to ensure that prospective teachers have the relevant and necessary skills to face future educational demands.
Leveraging Technology for Remote Supervision: Overcoming Challenges in Supervising Geographically Dispersed Student Teachers Gorni, Richard Lionel; Nurdin, Diding; Komariah, Aan
International Journal of Educational Qualitative Quantitative Research Vol. 3 No. 1 (2024)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v3i1.95

Abstract

Providing effective supervision and evaluation for student teachers during their teaching practice is a significant challenge in developing countries with geographically dispersed placements. This research investigates the impact of distance on supervision and explores alternative supervisory strategies for student teachers at Evangelical Presbyterian University College, Ghana. Utilizing a mixed-methods approach, the study combined an online survey of 100 student teachers with in-depth interviews and observational data. The survey revealed that 55% of respondents experienced difficulties in regular supervisory observations, 60% felt less supported due to physical separation, and 60% reported limited in-person feedback. Interviews highlighted resource constraints and the potential of technology-mediated supervision. Observations of WhatsApp-based supervision sessions demonstrated enhanced communication and real-time feedback, though underscored the need for clear guidelines. The findings suggest that while distance negatively impacts supervision quality, innovative solutions like WhatsApp can mitigate these effects, provided structured protocols are in place. This study emphasizes the importance of integrating technology to enhance teacher education in resource-constrained settings, ultimately improving the teaching practice experience for student teachers. This research contributes information about geographic barriers and the role of technology in helping to create a more inclusive and effective supervision environment for student teachers.
Lecturer–Learner Leadership and Its Impact on Student Learning Behavior in Islamic Higher Education Aedi, Nur; Gorni, Richard Lionel
Jurnal Pendidikan Islam Vol 11 No 2 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i2.50285

Abstract

In today’s global higher education landscape, effective leadership is increasingly recognized as a pivotal factor in shaping student learning behaviour, particularly in Islamic educational institutions that balance academic and moral development. This study investigates the influence of lecturer–learner leadership on student learning behavior at Islamic Private Universities in Indonesia. Employing a quantitative research design, the study focused on two main variables: lecturer–learner leadership and student learning behavior. Data were collected from 21 Islamic Private Universities, involving 501 lecturers and 708 students, resulting in 1,209 valid questionnaire responses. The findings demonstrate that lecturer–learner leadership has a significant, positive effect on student learning behaviour. When lecturers embody strong leadership qualities in their interactions with students, such as guidance, support, and ethical modelling, students display more constructive, engaged, and independent learning behaviors. This emphasizes the crucial role of lecturer–learner dynamics in fostering both academic achievement and personal growth. The results highlight the importance of integrating learner-centered leadership values into the educational framework of Islamic universities. For Islamic higher education to meet global standards, institutions must empower lecturers with leadership competencies that cultivate active, ethical, and independent learners, thereby enhancing both educational quality and character formation.
Co-Authors Aan Komariah Diding Nurdin, Diding Nur Aedi, Nur Ruhimat, Mochammad Devi Cahya Shodikin, Rifan Sumarto Sumarto Udin Syaefudin Saud, Udin Syaefudin Yayah Rahyasih, Yayah