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All Journal Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) Journal International Journal of Teaching and Learning (INJOTEL)
Siminto Siminto
IAIN Palangka Raya, Indonesia
Education Mathematics Other

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ANALISIS DAYA SAING DAN PENERAPAN STRATEGI DI TK YAA BUNAYYA HIDAYATULLAH KUMAI Desty Angga Wulan; Siminto Siminto
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 6 (2022): Desember
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

Kindergarten which is a level of education prior to basic education must formulate strengths, weaknesses, opportunities and threats and have a SWOT strategy in order to compete with other schools in a healthy manner. This type of research is classified as qualitative and quantitative research. Data were collected through questionnaires, observations, and interviews. The method of data analysis is the analysis of internal and external factors, IFAS, EFAS and SWOT matrices. In conclusion, based on the SWOT analysis, according to the Cartesian diagram, Yaa Bunayya Kindergarten is located in Quadrant I, namely internal factors with a score of (1.95) and external factors with a score of (1.37). Yaa Bunayya Kindergarten's SO strategy includes continuing to motivate and explore to add quality learning in order to maintain the school's A accreditation, more intensive promotions to stakeholders so that they want to become regular donors and have more trust in stakeholders so that they want to become regular donors and have more trust in this school , Make the funds provided by sponsors as support to increase development in schools such as mosques and libraries. Locations that are far from cities should make teachers more solid with good communication, Maintain good relations with other schools and accept suggestions and criticism if there are deficiencies. Yaa Bunayya Kindergarten's WO strategy includes adding new tahfidz teachers, reviving committee funds to fill the school's unique vacancies, implementing outdoor learning so that learning is varied and opening children's insights about nature, holding training, training and teacher work groups to improve quality and teacher performance as educators. Use BOP funds to buy, equip and fund schools to add school equipment and games. ST TK Yaa Bunayya's strategy includes improving communication with stakeholders, submitting a funding proposal to the regent to repair roads, improving services with stakeholders, changing the tahfidz schedule which previously could be 3x a week and adjusting the schedule to the condition of the teacher, providing evidence and attachments to financial documents that relevant for submitting funds to foundations. Yaa Bunayya's WT TK strategy includes increasing promotion and outreach to the community around the kindergarten, increasing government relations to make it easier to apply for funds to local governments, increasing stakeholders and promotions can be carried out outside the school district, holding scholarships for undergraduate education schools, applying for funds to foundations done remotely. Far in advance so that the proposed financing is not too late.
METAMORPHOSIS OF HIGHER EDUCATION: A MULTIDIMENSIONAL ANALYSIS OF THE DIGITAL DISRUPTION, MOOCS, AND THE SHIFTING UNIVERSITY PARADIGM Siminto Siminto; Alim Hardiansyah; Abdul Wahab Syakhrani; Suhana Sarkawi; Aat Ruchiat Nugraha
International Journal of Teaching and Learning Vol. 1 No. 2 (2023): OCTOBER
Publisher : Adisam Publisher

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In a dynamic digital transformation era, this comprehensive study delved into the metamorphosis of higher education, exploring the multifaceted impact of digital disruption and the emergence of Massive Open Online Courses (MOOCs). The research incorporated diverse data sources, unveiling profound changes that reshaped the traditional university landscape. Historical developments were meticulously analyzed, revealing the inception of online learning and its transformative journey from an experimental novelty to a mainstream educational tool. Technological advancements played a pivotal role in shaping these shifts in teaching and learning, with faculty adapting to a student-centric approach characterized by personalized learning, adaptive assessment, and blended learning environments. The rise of MOOCs took center stage, scrutinizing the MOOC ecosystem, global impact, and disruptive challenges they presented. Leading platforms and providers were central in extending education worldwide and bridging educational divides. Complex challenges included the impact of MOOCs on traditional higher education and debates surrounding accreditation. This study encompassed the strategic adaptations of universities as they embraced hybrid learning programs, competency-based education, and partnerships with online platforms. Quality assurance measures ensured academic rigor and accreditation standards were preserved. Faculty members underwent transformative changes in their roles, engaging in professional development and endorsing technological adoption. Further exploration in this ever-evolving paradigm is invited, as this study, rooted in a rich tapestry of data and multidimensional multidimensional analysis, provided a profound understanding of the metamorphosis characterizing higher education.
ADAPTIVE STRATEGIES FOR 21ST CENTURY LEARNING: DIGITAL LITERACY AND LEARNING OUTCOMES IN CONTEMPORARY INDONESIAN HIGHER EDUCATION Susi Adiawaty; Markus Oci; Al- Amin; Siminto Siminto; Lilis Ermindyawati
International Journal of Teaching and Learning Vol. 1 No. 2 (2023): OCTOBER
Publisher : Adisam Publisher

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Abstract

This research, conducted in the contemporary landscape of Indonesian higher education, investigated the dynamic interplay between digital literacy and learning outcomes. Employing a mixed-methods approach, the study sought to unravel the nuanced relationships between students' digital literacy levels, the integration of Massive Open Online Courses (MOOCs), and their impact on critical thinking skills and academic performance. The findings revealed a compelling positive correlation between digital literacy proficiency and enhanced learning outcomes, highlighting the pivotal role of digital literacy in preparing students for the challenges of the 21st century. Moreover, this study unveiled the diverse landscape of MOOC integration across various academic disciplines within Indonesian universities. The adoption of MOOCs was unique, varying significantly across fields of study. These variations emphasize the importance of tailored strategies and support systems to facilitate more equitable MOOC adoption. The implications of this research extend to policymakers and practitioners, emphasizing the need for comprehensive digital literacy initiatives and discipline-specific approaches to MOOC integration. By embracing these adaptive strategies, Indonesian higher education can position itself as a dynamic and responsive sector primed for the demands of the digital age. This research underscores the evolving landscape of education and the vital role of digital literacy in shaping the educational outcomes of Indonesian students.
INCLUSIVE EDUCATION IN INDONESIA: POLICY ANALYSIS, CHALLENGES, AND HIGH-QUALITY IMPLEMENTATION EFFORTS TOWARDS ACHIEVING ACCESS AND EDUCATIONAL EQUALITY FOR ALL STUDENTS WITH SPECIAL NEEDS Siminto Siminto; Komari Komari; Fenni Kurniawati Ardah; M. Ali Mauludin; Teguh Pribadi
International Journal of Teaching and Learning Vol. 1 No. 3 (2023): NOVEMBER
Publisher : Adisam Publisher

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Abstract

In inclusive education, Indonesia stands at a pivotal juncture, striving to balance policy aspirations with on-the-ground realities. This research, encapsulated in the paper "Inclusive Education in Indonesia: Policy Analysis, Challenges, and High-Quality Implementation Efforts towards Achieving Access and Educational Equality for All Students with Special Needs," is a meticulous exploration of the Indonesian context. The study employs a mixed-method approach, seamlessly combining quantitative and qualitative data collection methods. Our findings paint a comprehensive picture of inclusive education in Indonesia, revealing both the promising developments and the formidable challenges that persist. The awareness of inclusive education policies among educators is commendable, with approximately 78% acknowledging their existence. However, a stark contrast emerges in the practical implementation, as only 45% perceive these policies to be effectively executed. Challenges about inadequate resources and support are prominent, with 62% of educators expressing concerns in this regard—additionally, 68% point to a dearth of teacher training and professional development opportunities. On a brighter note, the importance of collaborative teaching and the prevalence of individualized education plans (IEPs) are recognized at 79% and 74%, respectively. The implications of these findings are profound, demanding a holistic approach towards fostering inclusive education. This necessitates effective policy implementation, resource allocation, and teacher training investments. Collaborative teaching and adopting IEPs signify progressive strides towards personalized and higher-quality education. The significance of this research extends beyond academia; it offers a roadmap for policymakers, educators, and stakeholders, charting a course toward a more inclusive, equitable, and just education system.
TRANSFORMATION OF HIGHER EDUCATION IN INDONESIA: PURSUING QUALITY, ACCESSIBILITY, AND RELEVANCE IN THE ERA OF GLOBALIZATION Komari Komari; Rosi Fitriyanti S; Herry Wahyudi Susanto; Siminto Siminto; Amin Amin
International Journal of Teaching and Learning Vol. 1 No. 3 (2023): NOVEMBER
Publisher : Adisam Publisher

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Abstract

In the past, Indonesia's higher education system underwent a transformative journey marked by significant changes. The nation recognized the pivotal role of higher education in fostering socio-economic development and driving innovation. With a burgeoning young population and increasing demands for a skilled workforce, the importance of higher education institutions in shaping the nation's future became more evident than ever. The higher education landscape in Indonesia witnessed substantial growth and expansion. The government made considerable investments to enhance the quality and accessibility of higher education, aiming to compete effectively in the global knowledge economy. Despite these positive developments, critical issues related to quality, accessibility, and relevance emerged as significant challenges. This research, conducted in the past, aimed to explore these multifaceted challenges and propose strategies for improvement. The primary objectives were to examine the state of higher education in Indonesia, identify barriers hindering the delivery of high-quality and relevant education, assess the role of technology in reshaping higher education, explore the evolving needs of the job market, and provide recommendations to enhance the quality, accessibility, and relevance of higher education. The research findings contributed to the advancement of higher education in Indonesia, aligning it with the demands of the global knowledge economy. It emphasized the need for continued transformation to ensure that higher education institutions could effectively pursue quality, accessibility, and relevance in an era characterized by globalization and rapid change.
NAVIGATING THE LANDSCAPE OF HIGHER EDUCATION IN THE 21ST CENTURY: CHALLENGES, INNOVATIONS, AND FUTURE PERSPECTIVES Loso Judijanto; Nina Triolita; Runik Machfiroh; Mohammad Kus Yunanto; Siminto Siminto
International Journal of Teaching and Learning Vol. 2 No. 1 (2024): JANUARY
Publisher : Adisam Publisher

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This article delves into the evolving landscape of 21st-century higher education, spotlighting challenges, innovative approaches, and prospects. As technology, globalization, and societal shifts redefine education, institutions and educators grapple with opportunities and complexities. Digital transformation takes precedence, reshaping teaching through technology integration and online platforms, demanding a reevaluation of methodologies and an address of the digital divide for equitable access. Diverse learning modalities, such as active learning and interdisciplinary education, emerge as crucial components, recognizing the varied ways students absorb knowledge. Institutions are urged to rethink curricula, emphasizing the need for dynamic structures that foster critical thinking and adaptability, preparing students for a rapidly changing world. Lifelong learning gains prominence, acknowledging education's continual relevance and the necessity for a skill set adaptable to evolving job markets. Inclusivity and diversity become central themes, emphasizing the creation of environments celebrating differences and promoting innovation. This exploration offers insights and recommendations, guiding stakeholders—educators, institutions, and policymakers—through the intricacies of this transformative era. Ultimately, it envisions a higher education landscape that is adaptive and inclusive and equips students for a future characterized by dynamic change.
Co-Authors Aat Ruchiat Nugraha Abdul Wahab Syakhrani Al- Amin Alim Hardiansyah Amin Amin Desty Angga Wulan Fenni Kurniawati Ardah Herry Wahyudi Susanto Komari Komari Lilis Ermindyawati Loso Judijanto M. Ali Mauludin Markus Oci Mohammad Kus Yunanto Nina Triolita Rosi Fitriyanti S Runik Machfiroh Suhana Sarkawi Susi Adiawaty Teguh Pribadi