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INDONESIA
Jurnal Akuntabilitas Manajemen Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : 23377895     EISSN : 24610550     DOI : -
Core Subject : Education,
Education
Jurnal Akuntabilitas Manajemen Pendidikan publishes and disseminates research results in the field of educational administration/management, consisting of: - educational leadership - educational policy and planning - educational economics - educational politics
Arjuna Subject : -
Articles 3 Documents
 1 
Search results for , issue "Vol. 14 No. 1 (2026): April" : 3 Documents clear
Enhancing Deep Learning Facilitator Competence through Blended Training: An Action Research Insight from Hinterland Area of Indonesia Pohan, Albert Efendi; Sibarani, Hos Arie Ramadhan; Nasution, Laskar Muda; Siregar, Ajizah; Osriza Betri; Hure, Frudensia Mawar; Bherti Angelia; Netti; Marwati; Sfarizal
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 14 No. 1 (2026): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v14i1.89501

Abstract

Teacher competence is the primary determinant of the successful implementation of Deep Learning in Indonesia as a national policy to enhance educational quality in pursuit of Indonesia Emas 2045. Therefore, improving teacher competence through effective, efficient, and sustainable technology-assisted training must become a top government priority. Based on this fundamental urgency, this study was conducted to enhance the competence of Deep Learning facilitators through blended-based training in hinterland regions of Riau Islands Province, Indonesia. In line with this objective, the research employed an Action Research design consisting of two cycles through the stages of planning, action, observation, and reflection. The study involved 3,140 teachers for the preliminary research, 25 participants for the pilot study, and 37 trainees from hinterland areas in Riau Islands Province, Indonesia. The findings indicate that blended-based training can improve Deep Learning facilitator competence, including competence in designing lesson plans, peer teaching, and understanding Deep Learning concepts contextualized to hinterland regions. This study provides a theoretical contribution that blended-based training is relevant for improving teacher competence in Indonesia’s hinterland areas. The results offer new directions for future research by optimizing blended-based training to enhance teachers’ competence in implementing Deep Learning adaptively according to the hinterland context.
A Comparative Study of Centralised, Decentralised, and Hybrid Models of Quality Assurance Higher Education in Australia, Nigeria, and Indonesia Dimara, Frits; Faidiban, Paskalina
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 14 No. 1 (2026): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v14i1.96471

Abstract

The study provides both theoretical and practical contributions by offering a cross-country comparative perspective, proposing the advantages of decentralization as an alternative conceptual framework, and outlining policy implications for higher education institutions and regulators. The paper compares the quality assurance (QA) systems for higher education in Australia, Nigeria, and Indonesia and examines the effects for graduate relevance, accountability, and global competitiveness. Using the PRISMA 2020 as guidelines to conduct a Systematic Literature Review (SLR) of 40 articles, including 16 from Australia, 10 from Nigeria, and 14 from Indonesia. The outcomes indicate that, despite present institutional gaps, Nigeria uses a centralized model that emphasizes national consistency, Indonesia implements a hybrid model that combines external accreditation with internal QA, and Australia adopts an autonomy-driven model that follows risk-based regulation, supporting innovation while preserving standards. In order to promote QA in higher education, this study presents a fresh conceptual framework called the advantages of decentralization, which emphasizes the balance between accountability, flexibility, and equity. The approach focuses how academic culture, economic capability, and governance structures significantly impact QA models and outcomes. Additional bibliometric and content studies show that Australia dominates the way in QA research, with Indonesia showing consistent growth and Nigeria demonstrating that no strategy is perfect: Nigeria maintains consistent standards but may experience stagnation, while Indonesia attempts imbalances and Australia encourages innovation but run the risk of inequity.
Knowledge Management and Education in the Context of Innovation: A Bibliometric Analysis Setiana, Dafid Slamet; Fitriana Tjiptasari; Endang Sri Budi Herawati; Erma Kusumawardhani; Gumpanat Boriboon
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 14 No. 1 (2026): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v14i1.97206

Abstract

This study aims to synthesize a corpus of publications on knowledge management, higher education, and innovation through bibliometric analysis to understand research trends, outcomes, and impacts in these fields. The method employed is a quantitative analysis of bibliographic data sourced from the Scopus.com database for the period from 2013 to 2022. A search using the keywords “knowledge management,” “higher education,” and ‘innovation’ yielded a total of 196 documents. The results indicate that publications peaked in 2019 but declined during the COVID-19 pandemic from 2020 to 2022. The subject of “computer science” dominated contributions to innovation through knowledge management. Network analysis successfully identified four main research clusters covering the elements of e-learning, educational leadership, management information systems, and human resource management. The main conclusion of this study is that research on the application of knowledge management processes to create innovation in the field of education is still rarely conducted in Scopus-indexed articles, thus opening up significant opportunities for researchers to explore this topic in the future.

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