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INDONESIA
Jurnal Pendidikan Terbuka Dan Jarak Jauh
Published by Universitas Terbuka
ISSN : 1411304X     EISSN : 24422266     DOI : -
Core Subject : Education,
Education
Merupakan media informasi dan komunikasi para praktisi, peneliti, dan akademisi yang berkecimpung dan menaruh minat serta perhatian pada pengembangan pendidikan terbuka dan jarak jauh di Indonesia. Diterbitkan oleh Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Terbuka.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 25 No. 1 (2024)" : 5 Documents clear
Educator’s Horizontal Mismatch in Open and Distance Learning Cahyadi, Ni Made Ayu Krisna; Prima, Suci Rahmawati; Sugiarti, Dian
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 25 No. 1 (2024)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ptjj.v25i2.7464.2024

Abstract

Open and distance learning (ODL) is more complex than conventional learning. Educators are required to have adequate soft skills and must be able to keep up with technological developments. The aim of this study is to examine the existence of educators’ horizontal mismatch in the ODL system and efforts to reduce the occurrence of this mismatch. Horizontal mismatch occurs due to a mismatch in the abilities of educators, whether the educator is over-qualified or under-qualified. This study was conducted on Universitas Terbuka tutors who have used ODL system since 1984. The results of this study show that tutors feel all their abilities are in line with university excpectations, but when carrying out teaching practice, university still found tutors who have difficulty in adapting to technological changes and have deficiencies in intrapersonal and interpersonal skills. Efforts that can be made are training to develop teaching material and soft skill, stricter supervision during the learning process, an official community of course lecturers, and the existence of team teaching between internal lecturers and tutors.
Generative Artificial Intelligence in Education and its Governance: Perspective of Copyright Law: Mayana, Ranti Fauza; Santika, Tisni
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 25 No. 1 (2024)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ptjj.v25i1.7471.2024

Abstract

As a domain of science and technology, Artificial Intelligence (AI) opened new horizons for education. Technologies change the ways we teach and learn. While Generative AI tools create new prospects for learning, several concerns also arise. Educators are worried that they cannot differentiate between the output of students' work and the output from AI and this will impact the discipline, originality, integrity, and ethics in such cases. In addition, the problem also potentially arises in the matter of the authorship of the works regarding Copyright Law.  This paper examines several legal issues of the utilization of Generative AI through the perspective of Copyright Law. This paper concludes several important points; First, although the framework of Indonesia’s copyright law is based on the principle of human authorship, the rapid development of Generative AI must be balanced with an accommodative legal framework, Second, it is particularly important to formulate a special provisions to guide the implementation concerning the utilization of copyrighted works as the input material for generative AI so that it will not harm the "legitimate interest of the author" in the limit of "normal exploitation of the work" and classified as fair use, Third, academics and administrators need to gain a better understanding of the promise and perils of generative AI, how it will likely impact education, and how it might best govern by encourage the school and universities to develop institutional policies and/or formal guidance concerning the use of digital technology and Generative AI for the future of education.
Preparing Future-ready Learners: 21st Century Skills in an Open and Distance Learning Education in Malaysia Ismail, Zulaihan; Che Aziz, Raziana; Chooi Chea, Chiam
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 25 No. 1 (2024)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ptjj.v25i1.7546.2024

Abstract

The 21st century requires a dynamic, flexible and highly skilled workforce to ensure that the sustainability of economic growth remains viable in a period of volatility, uncertainty, complexity and ambiguity. Furthermore, digitalization which is a driving force for economic growth in the 21st century has also changed the way of practice in every aspect of life and its rising significance could not be taken lightly. Education is no exception and has undergone significant changes over the years, such as the introduction of online learning compared to brick-and-mortar education, and the emergence and adoption of new technologies. Graduates produced by the education system must be globally competent and competitive for the 21st century. A transformative educational approach is needed to nurture an adaptive, inquisitive person with strong skills and values to meet the demands of the 21st century and beyond. It is vital to be future-ready in education moving away from the conventional teaching method. This paper aims to study the significance of 21st century skills in preparing future-ready learners in an open and distance learning (ODL) institution in Malaysia. The results of this paper could provide insights to the various stakeholders to formulate appropriate teaching and learning processes, to develop and nurture 21st century skills among graduates in ODL institutions while sustaining the economic growth in Malaysia.
Enhancing Project Management Education: Investigating the Effectiveness of Flipped Learning and Active Experiential Learning Approaches Syed Abd Latif, Sharifah Rosfashida; T. Subramaniam, Thirumeni; Che Leh, Azmi; Hassanor, Mohd Tajuzzaman
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 25 No. 1 (2024)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ptjj.v25i1.7663.2024

Abstract

This study proposes an in-depth investigation into the efficacy of combining flipped learning and active experiential learning methodologies within the context of project management education at Open University Malaysia. The primary aim is to overcome the shortcomings of the traditional lecture-based teaching approach, which often falls short in engaging students and equipping them with the practical skills required for effective project management in real-world scenarios. By transitioning towards a more student-centered model through the implementation of flipped classrooms, this research seeks to enhance student engagement, learning outcomes, and overall satisfaction with the course. Employing a mixed-methods approach, the study will involve quantitative and qualitative techniques to gather comprehensive data. This includes pre- and post-assessment of students' knowledge and understanding of project management principles, alongside surveys and reflective journals to capture students' perceptions of the learning experience. The participant base will consist of students enrolled in a project management course, allowing for direct observation of the pedagogical strategies' impacts. The anticipated outcomes of this research are twofold. Firstly, it aims to provide empirical evidence on the effectiveness of integrating flipped learning and active experiential learning in project management education. Secondly, it seeks to offer actionable insights for educators and educational institutions on how to design and implement more engaging and effective instructional strategies. Ultimately, this study aspires to contribute significantly to the literature on educational methodologies in project management, paving the way for enhanced educational practices and student preparedness for professional success.
An Ethnopedagogical Approach: The Design of AR-Based Mobile Learning of Molecular Geometry in Chemistry Wijayanti, Sukma Wahyu; Sausan, Inas; Aditya Prasetyo, Mario
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 25 No. 1 (2024)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ptjj.v25i1.7731.2024

Abstract

Learning media plays an important role in supporting the learning process of chemistry, especially in the topic of molecular geometry, to enable the delivery of material more concretely and to facilitate understanding of concepts by students. To address this, there is a necessity to develop a mobile learning application based on augmented reality specifically for molecular geometry material. The process of making this application refers to the Borg & Gall (2003) development model. This model consists of 10 phases, summarized into three main parts: design, development, and evaluation. This research specifically focuses on the initial stage, namely the design stage. The research method used is research and development (R&D). This implementation plan consists of two stages: data collection through needs analysis by distributing questionnaires to students and needs analysis from a professional perspective through interviews and literature research. The result of this research is an application design with content and functionality suitable for developing augmented reality-based mobile learning materials on molecular geometry in chemistry education.

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