Meanings of International High School Education in Indonesia and Japan

Arfani, Junita Widiati; Nakaya, Ayami

doi:10.1177/1475240919890223

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…Meanwhile, the Japanese government's International Education policy is more varied, with the Global Super High School and International Baccalaureate programs, and is more popular because International Education is implemented not only in private schools but also in public schools. Furthermore, the two countries use different management techniques for international programs (Arfani & Nakaya, 2019).…”

Section: International Education At the High School Level To Higher E...mentioning

confidence: 99%

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Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Prakoso

Andriansyah

Rafsanjani

et al. 2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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The purpose of this study is analyze of the differences in education between Indonesia, which has begun to develop an independent curriculum, and education in Japan. This study used the systematic literature review method. The population consists of 99 articles that discuss education in Indonesia and Japan, and were published between 2010 and 2022. From 99 articles, 29 articles were sampled. This study used documentation instruments in the form of articles published with criteria for selecting these 29 articles as samples, which were articles published in nationally accredited journals, indexed proceedings, and Scopus-indexed international journals and then analyzed using thematic analysis. The results obtained are that the significant fundamental differences in education in Japan and Indonesia lie in international education, character education, ethics and discipline and fields of study. The implication of this research is that in the development of a new curriculum, elements of culture and values are still prioritized as the characteristics and profile characteristics of graduates.

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Section: International Education At the High School Level To Higher E...mentioning

confidence: 99%

“…Regarding identity, parents in both countries are concerned that their children will lose their national identity when they become global individuals. (Arfani & Nakaya, 2019).…”

Section: International Education At the High School Level To Higher E...mentioning

confidence: 99%

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Prakoso

Andriansyah

Rafsanjani

et al. 2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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“…To achieve this goal, the importance of the role of lecturers cannot be ignored. Lecturers as agents of learning and research have a big responsibility in supporting the vision and mission of higher education (Arfani & Nakaya, 2019). Therefore, it is important to continue to improve the competence and qualifications of lecturers through effective development programs.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Lecturer Development Programs in the Context of Higher Education Management

Djunaedi,

Effendi,

Arianto

et al. 2023

JAF

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As time goes by, changes always occur. This can be seen in the education sector where the need for education is increasingly urgent in order to improve the quality of higher education through lecturer development. Higher education plays a crucial role in the formation of quality human resources, and skilled and continuously developing lecturers have a direct impact on the student learning experience. Therefore, it is important to evaluate the effectiveness of lecturer development programs in the context of higher education management. The aim of this research is to assess the extent to which lecturer development programs can achieve the goal of increasing their teaching competencies and skills. The research method used is a qualitative research method involving a survey of lecturers who have participated in the program, analysis of academic performance, and in-depth interviews. The research results show that the majority of lecturers experience continuous improvement in understanding, use of innovative teaching methods, and involvement in research. In addition, the lecturer development program succeeded in motivating participants to innovate in teaching methods, increase the competitiveness of higher education, and strengthen relationships between lecturers and students. Through lecturer development programs, universities can achieve improvements in the quality of teaching and research, which in turn improves the institution's reputation. The conclusion of this research is that this program is effective in increasing lecturer competency, which has a positive impact on the overall quality of higher education. Thus, investment in lecturer development programs can be considered a sustainable strategy to advance the quality of higher education and achieve the goal of developing quality human resources.

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“…In Indonesia, most studies on internationalisation focus on schooling, from early childhood (Adriany, 2018) to high school (Tamu, 2014(Tamu, , 2016Khasbani, 2019), including the perspectives of students and parents on international schooling (Arfani and Nakaya, 2019). In contrast, there has been limited research into the practice of EMI and internationalisation programs at IHEIs.…”

Section: Introductionmentioning

confidence: 99%

Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions

Muslim

Suherdi

Imperiani

2022

Policy Futures in Education

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To increase global recognition and quality education, universities in Indonesia establish English-mediated International University Programs (IUPs). Within different capacities and resources, however, internationalisation sometimes preserves inequalities among Indonesian higher education institutions (IHEIs). This study investigates how the practice of English-mediated internationalisation may not only support global recognition and quality education but also perpetuate linguistic hegemony. Framed by Canagarajah’s (1999b) Linguistic Imperialism (LI) and Pennycook’s (2017) critical perspective of English as an international language, government document analysis and semi-structured interviews with lecturers and students reveal different international programs, ranging from deliberation to initial emergence. Most IUPs are deliberately designed to cater for international students by providing high-standard infrastructure, international curriculum and quality human resources in order to increase international admissions and partnerships which are essential for international recognition. Despite these attempts, several have not been successful in attracting international enrolments and recognition. In contrast, other programs are not deliberate but are initially emerging to become international and attract overseas students. The study also discusses some emerging linguistic hegemony between English and maintenance of national language in the internationalisation of the Indonesian tertiary sector.

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Meanings of International High School Education in Indonesia and Japan

Cited by 7 publications

References 20 publications

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Effectiveness of Lecturer Development Programs in the Context of Higher Education Management

Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions

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