Pemerintah Indonesia sejak tahun 2008 telah menerapkan kebijakan sertifikasi kepada dosen. Kebijakan sertifikasi dosen memiliki tujuan meningkatkan kinerja dosen sehingga tercapai tujuan peningkatan mutu pembelajaran di pendidikan tinggi. Studi ini bertujuan menganalisis dampak program sertifikasi pendidik terhadap kinerja dosen dengan membandingkan perbedaan kinerja dosen yang telah memiliki sertifikatpendidik dengan dosen yang tidak bersertifikat pendidik. Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif. Pendekatan kuantitatif menggunakan analisis data sekunder model Difference-in-Difference (DiD), Regression Discontinuity Design (RDD), dan survey online kepada dosen. Sementara itu,pendekatan kualitatif dilakukan dengan teknik pengumpulan data berupa studi literatur dan diskusi kelompok terpumpun yang dianalisis dengan metode tematik deskriptif. Hasil analisis menunjukkan bahwa pemberian sertifikasi dosen dan tunjangan profesi berhubungan dengan peningkatan kinerja publikasi dosen meski masih belum optimal. Untuk meningkatkan dampak sertifikasi dosen, pemerintah dapat melakukan penguatan bagi dosen yang telah bersertifikat pendidik untuk memahami kinerja dosen yangditentukan. Di samping itu, pada pelaporan kinerja di dalam Laporan Kinerja Dosen (LKD) perlu ditambahkan angka pencapaian minimal untuk setiap jabatan dosen dan mencakup aspek Tri Dharma.
Investing in education for an individual is one of the best ways to improve their welfare. However, each individual’s returns from education investment vary depending on individual characteristics, household, and regional support. This study aims to analyze the rate of return on education of individuals in Indonesia in general and based on the characteristics of the residence and the individual’s economic level. Using the Mincer equation, the results of the study show that urban types functionally and administratively have a higher average rate of return than functional and administrative rural areas of 2.9% and 1.9%, respectively. In addition, the rate of return to education at the economic level of quantile 5 in urban areas is 2 times higher than that of quantile 1 in urban areas and quantile 5 in rural areas.
The types of inequality problems in Indonesia are very diverse, one of which is the rate of return on investment in education. To date, this problem has not been resolved by the government. The existence of this imbalance is thought to have a negative effect on the level of welfare of an area where the rate of return is relatively lower. This study aims to see the magnitude of the rate of return on education investment for each district and city in Indonesia. In addition, an analysis of the spatial effect of returns on education investment is also carried out on the level of welfare of an area in adjacent areas. Using the Mincer model to measure the rate of return for each region, the results show that the rate of return on investment in education in all districts and cities in Indonesia varies widely, ranging from 1% to 11%. Also, spatial analysis using the Spatial Autoregressive model shows that any increase in the percentage of return on investment in education in a certain area will decrease the level of welfare in the surrounding area. The proper regulations specifically related to equality of benefit after getting the education and the ease of migration are needed to overcome each region's negative spillover effect.
A growing body of evidence has found that Early Childhood Education (ECE) gives longer-term beneficial effects on a student's cognitive ability. Unfortunately, in developing countries, and especially other low-resource environments, too few children have the privilege to attend ECE. Using INOVASI's 1 large-scale longitudinal datasets, this study presents the inequality issue of ECE participation and its effect on students' learning outcomes in Indonesia. The findings suggest that participation rates in ECE are significantly higher in more developed provinces in Indonesia. ECE is mainly dominated by students from higher socio-economic backgrounds, and those with more well-educated and engaged parents. ECE participation rates also have an impact on student learning achievement, with children participating in ECE having substantially better outcomes compared to their counterparts. Furthermore, students who did not enroll in ECE may lose almost two years of learning. The evidence puts forth in this paper suggests that the Indonesian government needs to improve access to ECE and its quality particularly for less advantaged children in remote areas. Inattention to this issue will only produce wider inequality in education and learning outcomes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.