Higher Education Transformation has become a trend among colleges under the Ministry of Religious Affairs. The organizational readiness for change in status and function is not merely about an individual readiness, but the readiness of all of the organization. This research aimed at finding how high the readiness level in the transformation of STAKN Kupang to IAKN Kupang was. A quantitative approach was used by using a survey method. The questionnaire used was the Organizational Readiness for Implementing Change (ORIC) by Weiner which measures two dimensions of readiness named change efficacy and change commitment to face an organizational change. A sample of 50 people was taken out of the population of 200. The result of One Sample T-test shows tcount= 5,738, which compared to the value of ttable=0,67964. Since the t-count > t-table, H0 is accepted which means the readiness level in the institution transformation becoming IAKN Kupang is greater than or equals to 75% as expected (H0:m ≥ 75 %). Even though, STAKN Kupang is categorized into a high readiness level group, there are five factors to be considered in the future for the sake of its continuity and sustainability: organizational climate and culture, interpersonal relationship, leadership, past habit and mindset, and techonolgy implementation. AbstrakTransformasi pendidikan tinggi di Indonesia telah menjadi tren di lingkup per-guruan tinggi di bawah Kementerian Agama. Kesiapan organisasi untuk beralih status dan fungsi tidak semata-mata berbicara mengenai kesiapan individu dalam organisasi melainkan kesiapan organisasi secara menyeluruh. Penelitian ini bertujuan untuk menemukan seberapa tinggi tingkat kesiapan dalam transformasi pendidikan tinggi dari STAKN Kupang menjadi IAKN Kupang. Pendekatan penelitian kuantitatif dengan metode survey digunakan dalam penelitian ini. Kuesioner yang digunakan adalah kuesioner Organizational Readiness for Implementing Change (ORIC) oleh Weiner yang mengukur dua dimensi kesiapan yakni keyakinan dan komitmen untuk berubah. Sampel penelitian yang digunakan adalah 50 orang dari total populasi 200 orang. Dari hasil uji One Sample t-test ditemukan harga t= 5,738, harga t tersebut selanjutnya dibandingkan dengan har-ga t-tabel =0,67964. Karena t-hitung lebih besar dari t-table atau jatuh pada penerimaan H0 (5,734>0,67964) maka H0 diterima sebagaimana dikatakan bahwa tingkat kesiapan transformasi Pendidikan Tinggi menuju IAKN Kupang adalah lebih besar atau sama dengan 75 % dari yang diharapkan (H0:m ≥ 75 %). Meskipun STAKN Kupang masuk dalam kategori siap bahkan sangat siap, namun terdapat lima faktor yang perlu diperhatikan untuk menjamin keberhasilan dan keberlangsungan transformasi di masa yang akan datang: iklim dan budaya organisasi, dinamika hubungan interpersonal dalam organisasi, kepemimpinan, kebiasaan dan pola pikir lama, dan penguasaan teknologi. Kata kunci: kesiapan; organizational readiness for implementing change; transformasi
During Pandemic Covid-19 which has started from March 2020 in Indonesia, learning from home is conducted. Online learning, therefore, has been the only choice for schools and universities to maintain learning process during this troubled time. Institut Agama Kristen Negeri (IAKN) Kupang has also applied online learning. Consequently, academic procrastination became one of the problems to tackle. To answer this problem, this study was conducted to investigate whether there was effect of online and face-to-face learning toward learning achievements of the second and sixth semester students from Christian Religious Education Study Program when seen from their academic procrastination. A quantitative approach was used in this study by an ex-post facto design. There were two analysis techniques applied namely descriptive statistics and two way (ANAVA) varians analysis involving a sample of 122 students out of the population of 770 students. The findings showed first, there was no difference in learning achievements of students who learned online and face to face. Secondly, there was no interaction between online learning or academic procrastination and students’ learning achievements. Thirdly, there was diference in learning achievements of students with high and low academic procrastination. Selama pandemi Covid-19 pada Maret 2020, diberlakukan belajar dari rumah. Akibatnya pembelajaran daring menjadi satu-satunya pilihan bagi sekolah dan universitas untuk tetap melaksanakan proses kegiatan belajar mengajar demikian juga Institut Agama Kristen Negeri (IAKN) Kupang. Sebagai akibat, prokrastinasi akademik menjadi salah satu tantangan yang harus dihadapi. Penelitian ini mencari tahu pengaruh proses pembelajaran daring dan tatap muka terhadap prestasi belajar ditinjau dari kebiasaan menunda-nunda mengerjakan tugas akademik atau prokrastinasi akademik mahasiswa semester dua dan enam Program Studi Pendidikan Agama Kristen. Metode penelitian ini adalah Kuantitatif dan jenis penelitian Ex-Post Facto. Teknik Analisis yang dilakukan yakni melalui analisis statistik deskriptif dan analisis varians (ANAVA) dua jalan dengan melibatkan 122 mahasiswa sebagai sampel dari total populasi sebesar 770 mahasiswa. Dari metode dan analisis uji hipotesis ditemukan bahwa tidak terdapat perbedaan prestasi belajar mahasiswa yang belajar dengan pembelajaran daring dan mereka yang belajar secara tatap muka, tidak terdapat interaksi antara pembelajaran daring dengan prokrastinasi akademik terhadap prestasi belajar mahasiswa dan terdapat perbedaan prestasi belajar antara mahasiswa yang memiliki prokrastinasi akademik tinggi dan rendah.
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