In early 2020, the Ministry of Education and Culture released the Merdeka Belajar policy to innovate higher education learning in Indonesia. Its policy aimed to bridge the gap between business, industry, and higher education. So that higher education institutions can produce greater human resources to earn a competitive advantage. Of course, this policy must be followed up by universities, specifically at the Faculty level, to be crucial as a reference for study programs technically and conceptually for the implementation of Merdeka Belajar. This study aims to develop a curriculum structure that compatible with Merdeka Belajar at the Faculty of Economics, Universitas Negeri Medan. The object of research is updating and implementing the Merdeka Belajar curriculum. The research subjects involved lecturers, faculty functionaries, and practitioners. This study is prospective policy research that uses the Focus Group Discussion technique. Prospective studies are conducted to transform information before a policy action is initiated and implemented. The results of the research are in the form of a curriculum structure containing 1) interpretation of national policies; 2) interpretation of university policies; 3) conceptual basis; 4) study program curriculum structure; 5) course composition; and 6) reference for developing learning tools. This structure is generally used as a reference for other study programs to create Merdeka Belajar designs according to characteristics. For other researchers, this structure can be further developed and tested for its performance in creating a Merdeka Belajar curriculum and its implementation.
Previous researchers have had a long debate about the urgency of the application of transformational and instructional leadership models for educational organizations. Nevertheless, there is a stream of research that seeks to bridge the conflict by recommending the adoption of principal leadership in educational organizations. Principal leadership combines the advantages of transformational and instructional leadership applications in a leadership model. While it still has many contradictions in its form, the potential use of this leadership model needs to be explored further to get a useful leadership model in schools. This study aims to investigate how teachers respond to principal leadership practices. The response is assessed by principal leadership indicators that may be practiced naturally. This study using survey method to collecting the data with the help of questionnaires to high school teachers in North Sumatra, Indonesia. With purposive sampling and snowball techniques, this study received 352 responses. The responses are then tabulated and analyzed using factor analysis. The results of this study indicate the potential application of principal leadership in North Sumatra. The application of leadership principals systematically can increase the effectiveness of schools that will have implications for improving teacher performance and student achievement.
WHO announced the Covid-19 as Global Pandemic in early 2020? This condition immediately urged universities to migrate their instructional process to fully online learning as a result of the suggestion of physical distancing. This situation indeed results in the shock of the culture of learning and teaching. Following its shock, of course, questions arise related to the readiness of higher education in implementing fully online learning. This study aims to measure the readiness of lecturers and students of the Faculty of Economics, Universitas Negeri Medan (Unimed), in implementing digital learning. This study investigates the readiness from the normative belief perspectives. Normative belief is one of the critical antecedents of behavioral intention, as explained in The Theory of Planned Behavior [1]. The respondents of this study were lecturers and students at the Faculty of Economics, Unimed. This study uses simple random sampling to select the sample. With the snowball technique, this study collected 226 responses. 85 respondents were a lecturer, and 141 was a student. Data collection was carried out with an electronic questionnaire designed with 5-Likert scales. This study examines the differences of responses between lecturers and students as well as between men and women to avoid response bias. The results of this study indicate that lecturers and students have firm beliefs regarding their readiness to migrate learning activities to the online platform. Likewise, the findings of this study also indicate nervousness in the migration. The results of this study provide challenges for learning researchers and Education technology to produce recommendations for learning models that are suitable for implementing quality learning on digital platforms. The same challenge is faced with universities and regulators to develop best practices in teaching practices and regulations that urge innovation in teaching practices.
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