This study analyzes Indonesian and Malaysian universities in order to evaluate the reality of higher education in both countries, uncover the dynamics and causes influencing higher education, and disclose the similarities and contrasts between the Indonesian and Malaysian systems. Birdy's comparative descriptive method was used. This research relies on trustworthy global rating websites, statistics from the Indonesian and Malaysian Ministries of Higher Education, high-quality publications, and authoritative news. Indonesian higher education is largely entirely supported by the government and tuition fees at private universities. Due to a lack of collaboration between universities and industry groups, Indonesian higher education lacks a connection between scientific research, technical education, and the job market. Unlike Malaysia, it stresses scientific research, community service, and labor market demands. The researchers hypothesized the following processes based on the comparator countries: Adopting a productive university focused on output application via instruction and advice. Community-government and private-sector connections using research to enhance firm products collaboration with a firm or group to provide services that benefit them in exchange for participation in higher education goals, payment of expenditures, and use of outcomes. Through cooperative education, businesses and institutions may train and prepare university students for the job market.
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
Multidisciplinary approach to education in undergraduate studies dr swati mishraDrSwatiMishra2
This document discusses the need for multidisciplinary education in undergraduate studies in India. It notes that India's current education system has rigid boundaries between disciplines. This has negative effects, such as engineering graduates lacking real-world skills. The document advocates for a return to India's historical holistic education system, which incorporated many subjects. It provides examples of current multidisciplinary initiatives in India and abroad. The document concludes by arguing multidisciplinary education will help prepare students for an evolving job market and allow them to remain lifelong learners.
This document is a summer training report submitted by Pooja Devi to Dr. Supreet Sandhu at Eduris International in partial fulfillment of an MBA degree. The report analyzes India's higher education system and includes sections on declaration, acknowledgment, executive summary, introduction, company profile, literature review, methodology, objectives, data analysis, findings, recommendations, and conclusion. It provides an overview of India's education system, including primary, secondary, and higher education. It also discusses the role of education in national development and the changing nature of education as an industry.
This document summarizes a journal article about analyzing the content of higher education internationalization policy from the perspective of internal stakeholders at Sebelas Maret University in Indonesia. The policy content areas analyzed include affected interests, types of benefits, extent of desired change, decision-making processes, program implementers, and involved resources. Through interviews with various stakeholders, the study found there were some conflicts of interest between stakeholders, especially between program implementers and some lecturers. Both short-term and long-term benefits of internationalization were recognized. The university had clear internationalization targets and policies. Decision-making power was hierarchical, with rectors having the most influence. Program implementers faced challenges with limited resources and understanding of internationalization.
Impact of globalisation in technical educationPadma Kannan
Globalization is impacting technical education in India. It is improving quality by increasing access to information through technology and encouraging international collaboration. However, it also poses challenges like loss of indigenous culture and lack of recognition of certain qualifications. The technical education system in India needs reforms like improving teacher recruitment and making curricula more industry-relevant. While globalization offers opportunities to develop globally-competent graduates, issues around accessibility and profit-motives in education need addressing to ensure equal opportunities for all. Overall, adopting globalization while protecting national values and culture can help advance India's progress.
The difficulty of entering the workforce requires the world of education to change the paradigm of thinking students from job-seeking cultures become job creators or entrepreneurs. Islamic boarding schools are educational institutions that can provide learning experiences directly to students or students. Islamic boarding school graduates do not all go to college and work immediately while the desire or interest of students for entrepreneurship is still very low. Islamic boarding schools must be able to equip students or santri by inserting learning activities with entrepreneurship education to equip them with skills. The purpose of this study was to determine the success of the implementation of learning innovations through biointpreneurship in increasing interest in entrepreneurship in Islamic boarding schools so as to inspire students to create their own work opportunities with skills in making biotech products in biology. This research is a research development (R & D). The development of learning is oriented towards making biotechnology products by adding entrepreneurial concepts and then experimenting with the experimental class. Data is taken by observation and questionnaire. Data testing techniques using t-paired samples test. The results showed that there was an increase in interest in entrepreneurship from before and after the application of learning with bioentrepreneurship.
This study aimed to analyze learning at the level of higher education. The
practice of higher education, of course, also requires a transformation of
learning. It is intended to achieve the competencies needed in the 21
st
century. The study used a qualitative approach. Observations were made on
online learning practices at Lambung Mangkurat University, Banjarmasin,
Indonesia from March to May 2021. In-depth interviews employed with 17
students who live in Banjarmasin. Miles and Huberman's data analysis
technique reduces interview data. The study results described that learning at
the higher education level has differences in the achievement of the graduate
profile. There are two main patterns, namely, institution-centered learning
and student-centered learning. The student's need for network strengthening
requires the systemic transformation of learning. One learning
transformation that can be carried out is strengthening learning practices
outside the classroom with partners (stakeholders). The primary purpose of
partner involvement is a condition designed so that students can increase
network capital. This linking capital is expected to be an opportunity for
students to increase student succession when they graduate from higher
education.
Analysing The Importance Of Demographic Factor As Determinant Of Research Eff...Gina Rizzo
This document analyzes the research efficiency of academic faculty members at University Putra Malaysia (UPM) using data envelopment analysis (DEA). It examines the relationships between demographic factors such as academic position, field of study (science vs. social science), and research inefficiency from 2010-2016. The inputs were research grants received and the outputs were publications in citation indexed journals, non-citation indexed journals, books, and book chapters. Research inefficiency generally increased with higher academic positions in both fields, and this effect was more pronounced for science publications such as citation indexed journals and books. The study aims to contribute to understanding research efficiency based on Malaysian university performance indicators and research culture.
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
Multidisciplinary approach to education in undergraduate studies dr swati mishraDrSwatiMishra2
This document discusses the need for multidisciplinary education in undergraduate studies in India. It notes that India's current education system has rigid boundaries between disciplines. This has negative effects, such as engineering graduates lacking real-world skills. The document advocates for a return to India's historical holistic education system, which incorporated many subjects. It provides examples of current multidisciplinary initiatives in India and abroad. The document concludes by arguing multidisciplinary education will help prepare students for an evolving job market and allow them to remain lifelong learners.
This document is a summer training report submitted by Pooja Devi to Dr. Supreet Sandhu at Eduris International in partial fulfillment of an MBA degree. The report analyzes India's higher education system and includes sections on declaration, acknowledgment, executive summary, introduction, company profile, literature review, methodology, objectives, data analysis, findings, recommendations, and conclusion. It provides an overview of India's education system, including primary, secondary, and higher education. It also discusses the role of education in national development and the changing nature of education as an industry.
This document summarizes a journal article about analyzing the content of higher education internationalization policy from the perspective of internal stakeholders at Sebelas Maret University in Indonesia. The policy content areas analyzed include affected interests, types of benefits, extent of desired change, decision-making processes, program implementers, and involved resources. Through interviews with various stakeholders, the study found there were some conflicts of interest between stakeholders, especially between program implementers and some lecturers. Both short-term and long-term benefits of internationalization were recognized. The university had clear internationalization targets and policies. Decision-making power was hierarchical, with rectors having the most influence. Program implementers faced challenges with limited resources and understanding of internationalization.
Impact of globalisation in technical educationPadma Kannan
Globalization is impacting technical education in India. It is improving quality by increasing access to information through technology and encouraging international collaboration. However, it also poses challenges like loss of indigenous culture and lack of recognition of certain qualifications. The technical education system in India needs reforms like improving teacher recruitment and making curricula more industry-relevant. While globalization offers opportunities to develop globally-competent graduates, issues around accessibility and profit-motives in education need addressing to ensure equal opportunities for all. Overall, adopting globalization while protecting national values and culture can help advance India's progress.
The difficulty of entering the workforce requires the world of education to change the paradigm of thinking students from job-seeking cultures become job creators or entrepreneurs. Islamic boarding schools are educational institutions that can provide learning experiences directly to students or students. Islamic boarding school graduates do not all go to college and work immediately while the desire or interest of students for entrepreneurship is still very low. Islamic boarding schools must be able to equip students or santri by inserting learning activities with entrepreneurship education to equip them with skills. The purpose of this study was to determine the success of the implementation of learning innovations through biointpreneurship in increasing interest in entrepreneurship in Islamic boarding schools so as to inspire students to create their own work opportunities with skills in making biotech products in biology. This research is a research development (R & D). The development of learning is oriented towards making biotechnology products by adding entrepreneurial concepts and then experimenting with the experimental class. Data is taken by observation and questionnaire. Data testing techniques using t-paired samples test. The results showed that there was an increase in interest in entrepreneurship from before and after the application of learning with bioentrepreneurship.
This study aimed to analyze learning at the level of higher education. The
practice of higher education, of course, also requires a transformation of
learning. It is intended to achieve the competencies needed in the 21
st
century. The study used a qualitative approach. Observations were made on
online learning practices at Lambung Mangkurat University, Banjarmasin,
Indonesia from March to May 2021. In-depth interviews employed with 17
students who live in Banjarmasin. Miles and Huberman's data analysis
technique reduces interview data. The study results described that learning at
the higher education level has differences in the achievement of the graduate
profile. There are two main patterns, namely, institution-centered learning
and student-centered learning. The student's need for network strengthening
requires the systemic transformation of learning. One learning
transformation that can be carried out is strengthening learning practices
outside the classroom with partners (stakeholders). The primary purpose of
partner involvement is a condition designed so that students can increase
network capital. This linking capital is expected to be an opportunity for
students to increase student succession when they graduate from higher
education.
Analysing The Importance Of Demographic Factor As Determinant Of Research Eff...Gina Rizzo
This document analyzes the research efficiency of academic faculty members at University Putra Malaysia (UPM) using data envelopment analysis (DEA). It examines the relationships between demographic factors such as academic position, field of study (science vs. social science), and research inefficiency from 2010-2016. The inputs were research grants received and the outputs were publications in citation indexed journals, non-citation indexed journals, books, and book chapters. Research inefficiency generally increased with higher academic positions in both fields, and this effect was more pronounced for science publications such as citation indexed journals and books. The study aims to contribute to understanding research efficiency based on Malaysian university performance indicators and research culture.
A Framework to Achieve Quality and Excellence in Higher Education: A Literatu...Dr. Amarjeet Singh
Educating large numbers of people to a high
standard and disseminating knowledge can be considered as
the main objectives of today’s higher education sector. An
effective framework for delivery mechanism by enhancing
the functional responsibility and its effective execution will
help the nation in achieving quality and excellence in higher
education. Present paper tries to explore framework for
achieving quality and excellence in higher education by
analysing the various functional aspect of higher educational
system in the country. After extensive literature survey and
analysing the research work of eminent researchers and
thinkers, it is concluded that higher education has become
larger and more central to society and individuals; hence,
there a need to develop framework including different
functional components for performance indicator and
measurement. It is suggested that various enhancement
function should be executed primarily in systems of high
trust, whereas the accountability function has to be
developed to prevent bad quality of institutions and
programs, and thus to protect the beneficiaries i.e. students
and society. Universities need to be consciously and
explicitly managing the processes associated with the
creation of their knowledge assets and to recognise the value
of their intellectual capital to their continuing role in society
and in a wider global marketplace for higher education.
This study aimed to identify the economic and social returns achieved by graduates of Arab Open University in Jordan from 2012-2014. A questionnaire was sent to 251 graduates to identify if and how their study at AOU led to economic gains like getting a job, higher salary, ability to purchase assets, or social gains like taking on leadership roles.
The results showed a wide range of reported economic returns, with over 30% of graduates saying they got a job due to AOU and over 45% saying they received a higher salary. Social returns were also identified, though to a lesser degree. There were no significant differences found in economic or social returns based on gender or area of study. This suggests AOU has been largely successful in
Higher Education in India An Analysis of Trends Challenges and Opportunitiesijtsrd
The global community has come to the conclusion that a nations educational system has a direct bearing on its level of economic prosperity. Education is the key to a nations success. It is unavoidable that an educated population will be found in a developed nation. The higher education system in India is the third largest in the world, after the systems found in the United States and China respectively. Since its independence, India, which is still considered a developing nation, has been making consistent advancements in the sphere of education. Even if there have been a lot of obstacles in the way of Indias higher education system, there are also a lot of potential to overcome these obstacles and make Indias higher education system much better. It requires more openness and responsibility from those responsible. It is of the utmost significance that fresh scientific study on how individuals learn, in addition to the function that educational institutions like colleges and universities will play in the new millennium. People in India who have a high level of education and relevant experience are what our economy needs to make progress. India is a source of people with a very high level of expertise for other countries. As a result, it will not be difficult at all for India to move our country from the category of developing nation to that of developed nation. This study intends to emphasise the increasing number of universities and colleges in accordance with the requirements of higher education, as well as problems and opportunities in Indias system of higher education. Dr. B. Vijaya | Mrs. Nivedita "Higher Education in India: An Analysis of Trends Challenges and Opportunities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57531.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57531/higher-education-in-india-an-analysis-of-trends-challenges-and-opportunities/dr-b-vijaya
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
The document discusses higher education in India and the ongoing debate around quantity versus quality. It notes that while India has greatly expanded access to higher education since independence, issues of quality, equity and inclusion remain challenges. The document examines some of the key issues facing higher education in India, including the complexity of the federal system, funding challenges, quality assurance, and meeting the demands of the knowledge economy. It recommends reforms to admission and evaluation processes, greater use of technology and collaboration between institutions, and continued policy reforms to improve the standard and competitiveness of higher education in India.
Challenges of quality higher education in bangladesh a study on public univer...Alexander Decker
- The document discusses challenges to quality higher education in public universities in Bangladesh. It focuses on factors like teaching aids, library facilities, books/journals, research facilities, and labs.
- Data was collected through surveys of teachers and students at two public universities on these factors and quality of education. The study found deficiencies in these key elements are the main challenges.
- Budgetary provisions and utilization are two major limiting factors in enhancing these facilities according to the study.
University is a remarkable institution which is always expected to change
the world through its constantly innovative technology and science
advancement and civilization promotion. Academic institution relies on its
efficacious leader with vision and implementation to fully accomplish its
missions. However, limited attention goes to this crucial leader’s
requirements and characteristics, even faculty members in the higher
education institutions studiously conduct research for external organizations.
This paper presents a comprehensive analysis addressing innovative
academic leader’s characteristics based on the current global situation,
university mission, and unique culture. Finally, this article concluds the
competencies and characteristics of efficacious academic leader demands in
this changing era: envisioning the institutional future, integrating social
resources with reciprocity, modeling the way with morality and integrity,
executing university missions with professions and humanity, empowering
team members with full support, and inspiring students with humanity.
Those integrated characters could effectively guide faculty members for
their future self-development, and contribute to achieving university mission
on science development, producing high-quality human resources, and
contributing of the human civilization promotion. This conclusion
retrospectively raises further suggestions for future study, how faculty
members build these characters considering the unique and complex
situation of interpersonal and external factors within the university.
Status of Higher Education in India: Achievement and Challengesijtsrd
Higher education is an important part of the era of science and technology. In modern world, it plays an important role to transform human beings into modern human resources. Immense increase in Higher education institutions is also a challenge to our government. In India, a number of the higher educational institutions are not well mapped out, maximum which are not providing the quality education. There are many drawbacks in our higher education system, as a result many problems are faced by the students as well as teachers and common people. Under certain circumstances it is seen that access and equity is a big challenge to the government. The paper highlights the attainments and challenges in higher education and tries to find out the problems in the light of some aspects. Dr. Nain Singh | Prem Pal"Status of Higher Education in India: Achievement and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd5882.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/5882/status-of-higher-education-in-india-achievement-and-challenges/dr-nain-singh
Higher education plays an important role in socio-economic development by creating skilled workforces, supporting businesses through research and developing technologies, and driving innovation. In Pakistan, higher education has expanded rapidly but still faces challenges in providing widespread access, implementing effective teaching methods, reducing brain drain, and adapting to changing research needs. While universities in Pakistan aim to develop human capital and communities, they must address issues like lack of access, unemployment, and changing job market demands through reforms such as partnerships with communities, financial assistance programs, entrepreneurship training, and leadership development.
National Education Policy-2020: Higher Educationjagannath Dange
The document summarizes key aspects of the National Education Policy 2020 regarding higher education in India. Some of the main points are:
1. The policy aims to address issues like access, equity, quality, affordability and accountability in education. It proposes restructuring the education system rather than just fine-tuning it.
2. It recommends setting up three types of higher education institutions - research universities focusing on research and teaching, teaching universities prioritizing teaching while also contributing to research, and colleges focusing on undergraduate teaching.
3. It suggests increasing the gross enrollment ratio in higher education to 50% by 2035 by establishing hundreds of large multidisciplinary universities and thousands of autonomous degree-granting colleges across the
Encumbrances in Digitization of Education: A Schema of NEPVandanaSharma356
Futuristic Education is technology driven as we have seen the pandemic situation and the terror of being completely locked again and again. The pandemic has changed the education system overnight from offline teaching to online teaching and the technological driven education system has came up with different constraint. The National Education Policy 2020 (NEP 2020), is a widespread framework for elementary education to higher education as well as vocational training in urban and rural India. The policy aims to renovate India's education structure by 2021the policy proposes several measures for promoting digital learning and enhancing infrastructure requirements. The NEP 2020 emphasizes on the advantages of technology and making the youth ready for the future to face all kinds of challenges. India being a country with socio-economic dimension and regional diversity and for proper implementation of policy, emphasis should be done on the reachability of online teaching and training to all for the betterment of society and knowledge enhancement. Present study emphasizes on the different roadblocks which are there in the way of online teaching and learning.
This document discusses the importance of entrepreneurship education for science teachers in Nigeria as a means of achieving national transformation. It begins by defining entrepreneurship and explaining why entrepreneurship education is becoming more important in modern society. It then presents the results of interviews with 40 science teachers which found that 30% had an understanding of entrepreneurship as developing identity and self-efficiency, 60% saw it as a technical or cooperative activity, and 10% had no idea. The document concludes that increasing science teachers' knowledge of entrepreneurship can help change negative attitudes and better implement entrepreneurship education goals for national development.
Reframing TVET colleges into 21st century Learning OrganizationsAJHSSR Journal
ABSTRACT: Technical and Vocational Education and Training institutions are a hub for most students who
did not meet the University entry requirements nowadays. There is a need to remove the stereotype that they are
for learners who do not cope with the formal education offered in institutions. It must be taken into account that
TVET colleges offer full curriculum but their focus is on skills development. With the emergence of Artificial
Intelligence, their formation needs a revamp so as to suit the new and changing system of Education. This can
be done by changing the traditional methods of teaching by implementing blended learning and using flip
classroom model. Blended learning is a term increasingly used to describe the way e-learning is being combined
with traditional classroom methods and independent study to create a new, hybrid teaching methodology. It
represents a much greater change in basic technique than simply adding computers to classrooms but it
represents a fundamental change in the way teachers and students approach the learning strategies anywhere. It
has already produced an offshoot called the flipped classroom – that has quickly become a distinct approach of
its own. Flipped classroom model — in which students watch or listen to pre-recorded lectures over the Web,
on their own time rather than during class — liberates instructors to finally make real connections with their
students outside the school times. By focusing into traditional classroom settings like in the olden days,
instructors are supporting the part of the learning process that students really need and are interested in. This
paper intends to deal with the advantages of learning through MOOCs and MOODLE platforms where
learners can learn, respond to questions and collaborate with each other and submit work through remote
platforms. This is where students learn the most by implementing theories they've learned into real-life and to
apply logic when responding to peers around the globe remotely and sharing best practices. This is in
conformity with the types of students we deal with who have a very short listening span and with the fact that
we are dealing with digital citizens.
KEYWORDS: Blended learning, e-Learning, flipped classrooms, MOOCs, MOODLE.
Science, Education and Innovations in the context of modern problems - SEI (2790-0169)
IMCRA - International Meetings and Conferences Research Association
This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Specifically, lecturers felt moderately high about teaching the BEM, though some felt facilities could be improved. Students strongly agreed they learned new things and saw the BEM as very necessary to develop entrepreneurial skills, viewing its implementation positively overall. The study concludes the BEM had a good reception and could help community college students
This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Students reported learning many new things through the BEM and felt adequate time was allocated. Lecturers expressed interest in teaching the BEM but felt facilities could be improved. Overall, the findings indicate that the BEM was successfully implemented according to student and lecturer feedback.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
More Related Content
Similar to Comparison between universities in Indonesia and Malaysia: World-class college ranking perspectives
A Framework to Achieve Quality and Excellence in Higher Education: A Literatu...Dr. Amarjeet Singh
Educating large numbers of people to a high
standard and disseminating knowledge can be considered as
the main objectives of today’s higher education sector. An
effective framework for delivery mechanism by enhancing
the functional responsibility and its effective execution will
help the nation in achieving quality and excellence in higher
education. Present paper tries to explore framework for
achieving quality and excellence in higher education by
analysing the various functional aspect of higher educational
system in the country. After extensive literature survey and
analysing the research work of eminent researchers and
thinkers, it is concluded that higher education has become
larger and more central to society and individuals; hence,
there a need to develop framework including different
functional components for performance indicator and
measurement. It is suggested that various enhancement
function should be executed primarily in systems of high
trust, whereas the accountability function has to be
developed to prevent bad quality of institutions and
programs, and thus to protect the beneficiaries i.e. students
and society. Universities need to be consciously and
explicitly managing the processes associated with the
creation of their knowledge assets and to recognise the value
of their intellectual capital to their continuing role in society
and in a wider global marketplace for higher education.
This study aimed to identify the economic and social returns achieved by graduates of Arab Open University in Jordan from 2012-2014. A questionnaire was sent to 251 graduates to identify if and how their study at AOU led to economic gains like getting a job, higher salary, ability to purchase assets, or social gains like taking on leadership roles.
The results showed a wide range of reported economic returns, with over 30% of graduates saying they got a job due to AOU and over 45% saying they received a higher salary. Social returns were also identified, though to a lesser degree. There were no significant differences found in economic or social returns based on gender or area of study. This suggests AOU has been largely successful in
Higher Education in India An Analysis of Trends Challenges and Opportunitiesijtsrd
The global community has come to the conclusion that a nations educational system has a direct bearing on its level of economic prosperity. Education is the key to a nations success. It is unavoidable that an educated population will be found in a developed nation. The higher education system in India is the third largest in the world, after the systems found in the United States and China respectively. Since its independence, India, which is still considered a developing nation, has been making consistent advancements in the sphere of education. Even if there have been a lot of obstacles in the way of Indias higher education system, there are also a lot of potential to overcome these obstacles and make Indias higher education system much better. It requires more openness and responsibility from those responsible. It is of the utmost significance that fresh scientific study on how individuals learn, in addition to the function that educational institutions like colleges and universities will play in the new millennium. People in India who have a high level of education and relevant experience are what our economy needs to make progress. India is a source of people with a very high level of expertise for other countries. As a result, it will not be difficult at all for India to move our country from the category of developing nation to that of developed nation. This study intends to emphasise the increasing number of universities and colleges in accordance with the requirements of higher education, as well as problems and opportunities in Indias system of higher education. Dr. B. Vijaya | Mrs. Nivedita "Higher Education in India: An Analysis of Trends Challenges and Opportunities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57531.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57531/higher-education-in-india-an-analysis-of-trends-challenges-and-opportunities/dr-b-vijaya
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
The document discusses higher education in India and the ongoing debate around quantity versus quality. It notes that while India has greatly expanded access to higher education since independence, issues of quality, equity and inclusion remain challenges. The document examines some of the key issues facing higher education in India, including the complexity of the federal system, funding challenges, quality assurance, and meeting the demands of the knowledge economy. It recommends reforms to admission and evaluation processes, greater use of technology and collaboration between institutions, and continued policy reforms to improve the standard and competitiveness of higher education in India.
Challenges of quality higher education in bangladesh a study on public univer...Alexander Decker
- The document discusses challenges to quality higher education in public universities in Bangladesh. It focuses on factors like teaching aids, library facilities, books/journals, research facilities, and labs.
- Data was collected through surveys of teachers and students at two public universities on these factors and quality of education. The study found deficiencies in these key elements are the main challenges.
- Budgetary provisions and utilization are two major limiting factors in enhancing these facilities according to the study.
University is a remarkable institution which is always expected to change
the world through its constantly innovative technology and science
advancement and civilization promotion. Academic institution relies on its
efficacious leader with vision and implementation to fully accomplish its
missions. However, limited attention goes to this crucial leader’s
requirements and characteristics, even faculty members in the higher
education institutions studiously conduct research for external organizations.
This paper presents a comprehensive analysis addressing innovative
academic leader’s characteristics based on the current global situation,
university mission, and unique culture. Finally, this article concluds the
competencies and characteristics of efficacious academic leader demands in
this changing era: envisioning the institutional future, integrating social
resources with reciprocity, modeling the way with morality and integrity,
executing university missions with professions and humanity, empowering
team members with full support, and inspiring students with humanity.
Those integrated characters could effectively guide faculty members for
their future self-development, and contribute to achieving university mission
on science development, producing high-quality human resources, and
contributing of the human civilization promotion. This conclusion
retrospectively raises further suggestions for future study, how faculty
members build these characters considering the unique and complex
situation of interpersonal and external factors within the university.
Status of Higher Education in India: Achievement and Challengesijtsrd
Higher education is an important part of the era of science and technology. In modern world, it plays an important role to transform human beings into modern human resources. Immense increase in Higher education institutions is also a challenge to our government. In India, a number of the higher educational institutions are not well mapped out, maximum which are not providing the quality education. There are many drawbacks in our higher education system, as a result many problems are faced by the students as well as teachers and common people. Under certain circumstances it is seen that access and equity is a big challenge to the government. The paper highlights the attainments and challenges in higher education and tries to find out the problems in the light of some aspects. Dr. Nain Singh | Prem Pal"Status of Higher Education in India: Achievement and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd5882.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/5882/status-of-higher-education-in-india-achievement-and-challenges/dr-nain-singh
Higher education plays an important role in socio-economic development by creating skilled workforces, supporting businesses through research and developing technologies, and driving innovation. In Pakistan, higher education has expanded rapidly but still faces challenges in providing widespread access, implementing effective teaching methods, reducing brain drain, and adapting to changing research needs. While universities in Pakistan aim to develop human capital and communities, they must address issues like lack of access, unemployment, and changing job market demands through reforms such as partnerships with communities, financial assistance programs, entrepreneurship training, and leadership development.
National Education Policy-2020: Higher Educationjagannath Dange
The document summarizes key aspects of the National Education Policy 2020 regarding higher education in India. Some of the main points are:
1. The policy aims to address issues like access, equity, quality, affordability and accountability in education. It proposes restructuring the education system rather than just fine-tuning it.
2. It recommends setting up three types of higher education institutions - research universities focusing on research and teaching, teaching universities prioritizing teaching while also contributing to research, and colleges focusing on undergraduate teaching.
3. It suggests increasing the gross enrollment ratio in higher education to 50% by 2035 by establishing hundreds of large multidisciplinary universities and thousands of autonomous degree-granting colleges across the
Encumbrances in Digitization of Education: A Schema of NEPVandanaSharma356
Futuristic Education is technology driven as we have seen the pandemic situation and the terror of being completely locked again and again. The pandemic has changed the education system overnight from offline teaching to online teaching and the technological driven education system has came up with different constraint. The National Education Policy 2020 (NEP 2020), is a widespread framework for elementary education to higher education as well as vocational training in urban and rural India. The policy aims to renovate India's education structure by 2021the policy proposes several measures for promoting digital learning and enhancing infrastructure requirements. The NEP 2020 emphasizes on the advantages of technology and making the youth ready for the future to face all kinds of challenges. India being a country with socio-economic dimension and regional diversity and for proper implementation of policy, emphasis should be done on the reachability of online teaching and training to all for the betterment of society and knowledge enhancement. Present study emphasizes on the different roadblocks which are there in the way of online teaching and learning.
This document discusses the importance of entrepreneurship education for science teachers in Nigeria as a means of achieving national transformation. It begins by defining entrepreneurship and explaining why entrepreneurship education is becoming more important in modern society. It then presents the results of interviews with 40 science teachers which found that 30% had an understanding of entrepreneurship as developing identity and self-efficiency, 60% saw it as a technical or cooperative activity, and 10% had no idea. The document concludes that increasing science teachers' knowledge of entrepreneurship can help change negative attitudes and better implement entrepreneurship education goals for national development.
Reframing TVET colleges into 21st century Learning OrganizationsAJHSSR Journal
ABSTRACT: Technical and Vocational Education and Training institutions are a hub for most students who
did not meet the University entry requirements nowadays. There is a need to remove the stereotype that they are
for learners who do not cope with the formal education offered in institutions. It must be taken into account that
TVET colleges offer full curriculum but their focus is on skills development. With the emergence of Artificial
Intelligence, their formation needs a revamp so as to suit the new and changing system of Education. This can
be done by changing the traditional methods of teaching by implementing blended learning and using flip
classroom model. Blended learning is a term increasingly used to describe the way e-learning is being combined
with traditional classroom methods and independent study to create a new, hybrid teaching methodology. It
represents a much greater change in basic technique than simply adding computers to classrooms but it
represents a fundamental change in the way teachers and students approach the learning strategies anywhere. It
has already produced an offshoot called the flipped classroom – that has quickly become a distinct approach of
its own. Flipped classroom model — in which students watch or listen to pre-recorded lectures over the Web,
on their own time rather than during class — liberates instructors to finally make real connections with their
students outside the school times. By focusing into traditional classroom settings like in the olden days,
instructors are supporting the part of the learning process that students really need and are interested in. This
paper intends to deal with the advantages of learning through MOOCs and MOODLE platforms where
learners can learn, respond to questions and collaborate with each other and submit work through remote
platforms. This is where students learn the most by implementing theories they've learned into real-life and to
apply logic when responding to peers around the globe remotely and sharing best practices. This is in
conformity with the types of students we deal with who have a very short listening span and with the fact that
we are dealing with digital citizens.
KEYWORDS: Blended learning, e-Learning, flipped classrooms, MOOCs, MOODLE.
Science, Education and Innovations in the context of modern problems - SEI (2790-0169)
IMCRA - International Meetings and Conferences Research Association
This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Specifically, lecturers felt moderately high about teaching the BEM, though some felt facilities could be improved. Students strongly agreed they learned new things and saw the BEM as very necessary to develop entrepreneurial skills, viewing its implementation positively overall. The study concludes the BEM had a good reception and could help community college students
This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Students reported learning many new things through the BEM and felt adequate time was allocated. Lecturers expressed interest in teaching the BEM but felt facilities could be improved. Overall, the findings indicate that the BEM was successfully implemented according to student and lecturer feedback.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
More from Journal of Education and Learning (EduLearn) (20)
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Comparison between universities in Indonesia and Malaysia: World-class college ranking perspectives
1. Journal of Education and Learning (EduLearn)
Vol. 17, No. 2, May 2023, pp. 249~261
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i2.20633 249
Journal homepage: http://edulearn.intelektual.org
Comparison between universities in Indonesia and Malaysia:
World-class college ranking perspectives
Tri Suyantiningsih1
, Askar Garad2
, Muhamad Sophian3
, Muhammad Agung Wibowo4
1
Faculty of Economics and Business, STIE Trianandra, Jakarta, Indonesia
2
Doctoral Management Program, Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia
3
Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, Sarawak, Malaysia
4
Civil Engineering Program, Universitas Tarumanagara, Jakarta, Indonesia
Article Info ABSTRACT
Article history:
Received Jul 15, 2022
Revised Feb 18, 2023
Accepted Mar 30, 2023
This study analyzes Indonesian and Malaysian universities in order to
evaluate the reality of higher education in both countries, uncover the
dynamics and causes influencing higher education, and disclose the
similarities and contrasts between the Indonesian and Malaysian systems.
Birdy's comparative descriptive method was used. This research relies on
trustworthy global rating websites, statistics from the Indonesian and
Malaysian Ministries of Higher Education, high-quality publications, and
authoritative news. Indonesian higher education is largely entirely supported
by the government and tuition fees at private universities. Due to a lack of
collaboration between universities and industry groups, Indonesian higher
education lacks a connection between scientific research, technical
education, and the job market. Unlike Malaysia, it stresses scientific
research, community service, and labor market demands. The researchers
hypothesized the following processes based on the comparator countries:
Adopting a productive university focused on output application via
instruction and advice. Community-government and private-sector
connections using research to enhance firm products collaboration with a
firm or group to provide services that benefit them in exchange for
participation in higher education goals, payment of expenditures, and use of
outcomes. Through cooperative education, businesses and institutions may
train and prepare university students for the job market.
Keywords:
Higher education
Scientific research
Technical and vocational
education
Universities ranking
This is an open access article under the CC BY-SA license.
Corresponding Author:
Askar Garad
Doctoral Management Program, Universitas Muhammadiyah Yogyakarta
Brawijaya Street, Tamantirto, Kasihan, Bantul, Yogyakarta, Indonesia
Email: askar2005.55@gmail.com
1. INTRODUCTION
Education has become a factor that affects the positions and impact of cultures in modern period.
Whereas in the post-modern age, the globe was divided into an advanced who possesses knowledge and
generates knowledge, and a backward who imports knowledge and consumes information [1], [2]. Education
in general, and higher education in particular, provide the foundation for the formation and development of a
wide range of economic and social activities [3]. It has become evident that the measure of progress at this
time is not so much based on what countries have in terms of natural resources as it is on what they have in
terms of human riches equipped with science and capable of producing knowledge. As a result, higher
education is the primary driver in the preparation of creative human forces in society [4], [5]. The impact of
higher education returns is visible in the workforce's creative knowledge and skills in many spheres of life.
2. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 2, May 2023: 249-261
250
The extent to which both the cornerstone of knowledge and the ability to exploit it is used to assess progress
and backwardness [6]. Higher education provides a high return, and the outcomes can be ensured provided
the people and material resources required for its management are effectively planned, and the level of
performance and quality of its outputs are continually monitored. Thus, education investment is the ideal sort
of investment if sufficient finances are available to fulfill the targeted aims while keeping up with global
changes [6]–[8].
Higher education has become a key driver for the development of societies, whether through the
formation and development of skills among their students in order to facilitate their integration into the labor
market after graduation on the one hand, or by helping institutions, whether in the private or public sector, or
even civil and civil society, by strengthening their competitiveness through creativity, for which this is in
addition to the enrichment and dissemination of knowledge, which is constantly renewed and at an
accelerating pace, forcing its graduates and professors to redouble their efforts and even create new job
opportunities that society will need and resort to in the future so that it does not look for it in scientifically
and technologically advanced Western European, American, or Asian foreign countries [9]–[13].
The importance of this study comes from as higher education institutions are the most important
tools of society to achieve maximum comprehensive development in various cultural, economic and social
fields. In Indonesia, higher education has made qualitative and quantitative leaps that drew the attention of
those interested in higher education affairs, but it is still in its infancy. The Ministry of Education has
introduced drastic changes to reach a new structure for universities to suit the trends of the Indonesian and
global labor market. The stage of higher education is the stage that provides the labor market with highly
qualified forces. Investing in education is the best kind of investment if it has sufficient funds to achieve the
desired goals and that keep pace with global developments. Since Malaysia is one of the advanced countries
in higher education, the importance of studying to discuss these aspects and benefit from them in Indonesia.
It raises questions about: i) What is the reality of higher education in Indonesia and Malaysia?; ii) What are
the roles of the Indonesian University and its strategic objectives?; iii) To what extent have the official
directions of higher education reform policies succeeded in formulating a clear strategic vision in Indonesia?;
iv) What is the impact of official directions of higher education reform policies on the contribution of
Indonesian universities to accessing the global knowledge economy at the beginning of the new millennium?;
and v) What are the proposed mechanisms to fix of higher education systems in Indonesia?
2. HIGHER EDUCATION IN INDONESIA AND MALAYSIA
The importance of this study comes from as higher education institutions are the most important
tools of society to achieve maximum comprehensive development in various cultural, economic and social
fields. In Indonesia, higher education has made qualitative and quantitative leaps that drew the attention of
those interested in higher education affairs, but it is still in its infancy. The Ministry of Education has
introduced drastic changes to reach a new structure for universities to suit the trends of the local and global
labor market. The stage of higher education is the stage that provides the labor market with highly qualified
forces. investing in education is the best kind of investment if it has sufficient funds to achieve the desired
goals and that keep pace with global developments. Since Malaysia is one of the advanced countries in higher
education, the importance of studying to discuss these aspects and benefit from them in Indonesia.
2.1. Higher education in Indonesia
Indonesia’s readiness seeking to upgrade its human capital in response to changes in population and
economic structure in order to harness the technological advances of the fourth industrial revolution.
Therefore, the current government is concentrating its efforts on improving Indonesia's human capital. The
need for higher education in Indonesia is increasing. According to market research firm Euromonitor, the
Indonesian education sector will earn US$118 billion (AUD $170 billion) in revenue by 2025, rising at a rate
of 10.3 percent annually, predicts market research firm Euromonitor. From 5.2 million students in 2010 to 8
million in 2018, more people were enrolled in higher education. This amount is anticipated to quadruple by
2024, making it the third-fastest expanding economy in the world behind China and India. Indonesia's higher
education system produces about 250,000 graduates yearly through its 4,600+ higher education institutions
and more than 26,000 fields of instruction, or subject areas. Regulating the caliber of courses, however, is
extremely difficult due to the size of the industry [14], [15].
The two primary streams of Indonesia's higher education system are the national system and the
religious system. The bulk of state-run and private higher education institutions fall within the first category,
which is governed by the Ministry of Education and Culture (Kemendikbud, or MoEC). The second kind,
with curricula centered on theology and other religious study subjects, is governed by the Ministry of
Religious Affairs (MoRA), and it includes higher education institutions owned and administered by religious
3. J Edu & Learn ISSN: 2089-9823
Comparison between universities in Indonesia and Malaysia: World-college ranking … (Tri Suyantiningsih)
251
groups, including state-sponsored institutions. Numerous religious organizations, including those run by the
Catholic Church and the Muhammadiyah, continue to be a part of the government's educational system and
follow Kemendikbud [14], [16].
The five different types of higher education institutions are universities (universitas), institutes
(institut), tertiary colleges (sekolah tinggi), polytechnics (politeknik), and academies (in both systems)
(akademi). Only the national system offers the final two options. Depending on their licensure, all higher
education institutions can award degrees at the bachelor's through doctoral levels; however, polytechnic
master's and doctoral degrees are referred to as ‘applied’ degrees (‘S2/S3 terapan’). Community academies
(akademi komunitas), which are educational institutions established by local communities and only provide
D1 and D2 level certifications, make up the minuscule sixth category [15], [17]
As of October 2019, the majority of Indonesia's education and training system—which includes
preschool through PhD programs—is under the control of the Ministry of Education and Culture
(Kemendikbud), with some components falling under the purview of other ministries and implementation
duties being shared by national, provincial, and local authorities. University education is under the control of
the federal government, senior schooling is under the control of the provinces, and preschools, primary
schools, and post-secondary training facilities are under the control of local governments. The national
government oversees accreditation at all levels through the Ministry of Education and Culture [18], [19].
As of October 2019, the majority of higher education institutions are under the direction and control
of the Ministry of Education and Culture. With 20% of all students from preschool through university are
educated through a parallel educational system run by the Ministry of Religious (MoRA) Affairs. A variety
of post-secondary training programs are overseen by the Ministry of Manpower (MoM). Several ministries
are in charge of their own post-secondary training facilities. In these facilities, accreditation is handled by
Kemendikbud. The non-government sector is extremely active in owning and managing educational
institutions from preschool to university level, even though all educational institutions are overseen by one of
the following ministries [20].
Indonesian national qualifications framework (KKNI) is a framework for qualification of human
resources in Indonesia, while on the other hand, it is a system for work ability recognition that is suited to
various employment sectors. To develop quality and productive human resources, KKNI is the embodiment
of the quality and identity of the Indonesian country in terms of its education system, its job training program
and its national learning outcomes evaluation system, which is owned by Indonesia. A specific set of work
competency standards is called a specific work competency standard (SKKK). Organizations use SKKKs for
their own internal goals and/or to meet the needs of other organizations that have cooperative ties with the
organization in question or other organizations that require them. International work competency standards
(SKKI) are work competency standards developed and determined by a multi-national organization and used
internationally [19], [21].
2.2. Higher education in Malaysia
Malaysia's distinctive and well-structured higher education system, with more than 30 years of
experience in international education, offers the option to pursue a quality education. In Malaysia, there are
more than 100 public and private educational establishments, as well as international branches of prestigious
universities from the US, UK, Australia, and Ireland [22]. There are many types of higher educational
institutions in Malaysia [22], [23].
2.2.1. Public institutions of higher education (PIHE)
These are public or state-run higher educational institutes. Malaysia has a total of 20 public
universities. Malaysian students benefit from these institutions' high-quality education. Research universities,
focused universities, and comprehensive universities are the three major categories of public higher education
institutions. Technical universities, education universities, management universities, and defense
universities are the four subcategories of focused universities. There are five research universities and
four comprehensive universities among the twenty universities now in operation. The remaining 11 are
focused universities.
2.2.2. Research universities
Universities that focus on research are distinguished by high-quality lectures, difficult admissions,
and intellectual orientation. The undergraduate-to-postgraduate ratio is roughly 50:50. When it comes to
education, universities that focus on research are known for their ability to provide students with an
opportunity to delve deeper into their field of interest. These universities are distinguished by the many
resources they devote to research and development, which allows them to attract highly qualified faculty
members and offer innovative courses. Research-oriented universities also tend to have better access to
cutting-edge technology and state-of-the-art facilities, which provides students with hands-on experience in
4. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 2, May 2023: 249-261
252
their chosen field. Additionally, students at research-focused institutions often have opportunities for
internships, collaboration on projects with professors or industry partners, and publication in prestigious
academic journals. In short, universities that prioritize research play a valuable role in advancing knowledge
and preparing the next generation of leaders in various fields.
2.2.3. Comprehensive universities
Universities that provide a wide range of courses and fields of study are known as comprehensive
universities. The high-quality education is provided, and admission is a highly difficult process. Here, the
undergraduate to postgraduate ratio is 70 to 30.
2.2.4. Focused universities
Universities with a specific focus; these universities concentrate on particular fields relevant to their
founding. These universities are geared toward specialized research, with top-notch teaching and high
educational standards. The ratio of undergraduates to postgraduates is around 50:50.
2.2.5. Private higher education institutions (PVIHE)
The purpose of PVIHE is to provide human capital for the nation's development. The government
provides these institutions with access and equity management support through the national higher strategic
plan (NHESP). PVIHE serves as a viable alternative to public universities and colleges. Their primary aim is
to provide quality educational programs that cater to the diverse needs of students who seek a more
personalized approach to learning. Private institutions are known for their unique offerings, including niche
programs that may not be available in traditional public institutions. Moreover, private universities typically
have smaller class sizes, allowing professors to cater to each student's individual needs better. Generally
speaking, private higher education aims at providing innovative curriculum designs that engage students
while preparing them for life beyond the classroom. Apart from academics, private schools often offer
extracurricular activities such as clubs and sports teams geared towards skill development and networking
opportunities. Overall, private higher education is focused on providing a holistic educational experience
through a personalized approach aimed at fulfilling each student's unique aspirations and goals.
2.2.6. Polytechnic institutes
Malaysian polytechnics teach new technical skills to ensure that the country meets the
requirements of the new economic model. These colleges place a strong emphasis on encouraging students
to be innovative and creative. Malaysian polytechnics are well-known for creating knowledgeable and
qualified workers.
Malaysia has taken a number of initiatives to bring its educational system up to par with that of the
industrialized countries. It claims to have formed ‘strategic relationships’ between Malaysian institutions and
select foreign universities with competence in specific fields. There is a strong desire to ‘internationalize’ the
curriculum, especially in technology, business management, and accounting. In conjunction with “the most
respected academic institutions in the world,” a number of public (called ‘national’ in Malaysia) and private
universities and colleges offering education packages were created for this aim [24], [25].
The Malaysian Qualifications Authority or MQA, is a legislative agency established under the
Malaysian Qualifications Act 2007 to accredit academic programs offered by all higher educational
institutions. This adds to the assurance of a course's quality, particularly in terms of content and teaching
materials, delivery mechanism, and teaching staff expertise [26]. Due to the importance of education in
Malaysia, the government spends approximately 5% of its gross domestic product or GDP on it, which is
more than both the global and regional averages for education spending [27]. Since Malaysian culture is
committed to quality education, Malaysian school teachers are some of the world's most dedicated instructors
[28]. High-calibre academics and senior executives are being produced by the Higher Education Leadership
Academy (AKEPT) as part of the government's efforts to improve higher education management [29]–[31].
University finance in Malaysia is supplemented by private sector support, which enhances the
research reputation of Malaysian institutions and the employability of their graduates [32]. Additionally,
private sector investments have led to the creation of private colleges and foreign universities' international
branches in the United States. Eleven Malaysian universities are ranked in the top 500 of the world's
universities, and 23 are in the top 1,000, according to the Quacquarelli Symonds (QS) and World University
Rankings (WUR) [22].
5. J Edu & Learn ISSN: 2089-9823
Comparison between universities in Indonesia and Malaysia: World-college ranking … (Tri Suyantiningsih)
253
3. RESEARCH METHOD
An approach to comparing case studies is used in this study, which employs qualitative research
methods. According to researchers [33], [34], the goal of a comparative study is to comprehend, explain, and
interpret various processes and their outcomes. There are similarities, contrasts, and patterns between two or
more examples that have the same emphasis [35]. The units of analysis were chosen based on the study's
goal, which was to assess the university's ranking indicators.
There are many higher education ranking versions, but authors choose three: Quacquarelli Symonds
(QS) World University Rankings, Times Higher Education (THE) World University Rankings, and SCImago
Journal & Country Ranking (SCImago), statistical data sites and higher education strategic plans of the
ministries of higher education in the two countries, and other reliable sites inside and outside the two
countries. Identification, evaluation and interpretation of each rating system's indicators are among the steps
of analysis in this study, which are compared to produce indicators that are related to national interest and
international trend. Since the nature of the study is within the scope of comparative studies that deal with the
education system in a number of countries, the researchers used Perday's approach to comparative
educational studies [36]. Which his approach referred to focuses on the accurate and organized collection of
similar educational information and data in each of the comparison countries. Accordingly, the steps of the
current study are: i) Compiling data from international higher education institutions classification sites,
international statistics and reports sites, statistical data sites and higher education strategic plans of the
ministries of higher education in the two countries; ii) Arrange the data based on classifications, indicators,
topics and statistics; iii) A descriptive study analyzing the reality of the higher education system in Indonesia
and Malaysia; iv) A descriptive study analyzing the forces and factors affecting higher education in Indonesia
and Malaysia; v) An interview or debate of higher education in Malaysia and higher education in Indonesia
in light of the forces and factors affecting both of them to determine the similarities and differences; vi) A
comparison between the two systems in the light of the facts that have been reached and their interpretation,
and vii) Formulating the proposed mechanisms for developing the higher education system in Indonesia and
Malaysia in light of the experiences of both countries experiences in these areas.
4. DESCRIPTIVE ANALYSIS DATA
4.1. Universities rankings
The ranking and classification of universities and colleges in their scientific and literary departments
at academic levels may depend on a set of statistics for scholars and professors. This arrangement is specific
to the undergraduate level, which depends mostly on the quality of education, as for the postgraduate level, it
depends on the level of scientific research. The ranking and classification are carried depends on raising the
level of international standards for universities. It is concerned with the scientific level of universities and
colleges and enhancing their role in scientific research, as well as enhancing the confidence of employers in
graduate students [37], [38]. In this study, we use two types of global classifications, which are QS World
University Rankings & Times Higher Education (THE) World University Rankings as shown Table 1. The
indicators used in the international classifications are shown in Table 1.
Table 1. List indicators of international ranking (QS & THE)
QS World University Rankings THE World University Rankings
(1) Academic reputation (40%) Teaching (the learning environment) (30%)
(2) Employer reputation (10%) Research (volume, income and reputation) (30%)
(3) Faculty/student ratio (20%) Citations (research influence) (30%)
(4) Citations per faculty (20%) International outlook (staff, students, research) (7.5%)
(5) International faculty ratio (5%) Industry income (knowledge transfer) (2.5%)
(6) International student ratio (5%)
The data from Tables 2 and 3 show that universities in Malaysia are outperformed universities in
Indonesia in the ranking list issued by the QS world campus ranking agency. The latest data for 2021 shows
that the University of Malaya has succeeded in being ranked 59th in QS world. The ranking of University of
Malaya (UM) (59) is even far above the best university in Indonesia, Universitas Indonesia (UI) which is in
position 305. Also, there are four Universities in Malaysia such as University Kebangsaan Malaysia (UKM)
(141), University Putra Malaysia (UPM) (132), University Sains Malaysia (USM) (142), and University
Teknologi Malaysia (UTM) (187) outperformed University Indonesia (UI). The previous year's conditions
were more or less similar where a number of Malaysian universities were far above Indonesia's. According to
QS & THE data, the ranking of major universities in Indonesia continues to decline from year to year.
6. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 2, May 2023: 249-261
254
Table 2. List Indonesian’s universities rankings (THE & QS Ranking)
University name
THE rank univiversity in Indonesia
University name
QS rank univiversity in Indonesia
2019 2020 2021 2019 2020 2021
UI* 601–800 601–800 801–1000 UI* 292 296 305
ITB* 801–1000 1001+ 1001+ ITP** 359 331 313
UGM 1001+ 1001+ 1001+ UGM** 391 320 254
IPB 1001+ 1001+ 1001+ UP* 651-700 751-800 801-1000
ITSN 1001+ 1001+ 1001+ BAU** 701-750 601-650 531-540
UB - 1001+ 1001+ AU** 751-800 651-700 521-530
DU - - 1001+ DU* 801-1000 801-1000 1001+
UP - - 1001+ ITSS** 801-1000 801-1000 751-800
TU - - 1001+ UB** 801-1000 1001+ 1001+
- - - - BINUS - 801-1000 801-1000
Source: THE & QS Ranking [37], [38]. Note: *Ranking decreased/**Ranking increased/ without a star, no change in ranking
Table 3. List Malaysian’s universities rankings (THE & QS Ranking)
University name
THE rank univiversity in Malaysia
University name
QS rank univiversity in Malaysia
2019 2020 2021 2019 2020 2021
UM** 301–350 301–350 301–350 UM** 87 70 59
UTAR** 501–600 501–600 501–600 UKM** 184 160 141
UKM** 601–800 601–800 601–800 UPM** 202 159 132
UPM 801–1000 601–800 601–800 USM** 207 165 142
USM 601–800 601–800 601–800 UTM** 228 217 187
UTM 601–800 601–800 601–800 UCSI UNIV** 481 442 391
UTP 601–800 601–800 601–800 UTP** 521-530 482 439
UNITEN 801–1000 801–1000 801–1000 TYU** 601-650 511-520 379
UUM** 801–1000 801–1000 601–800 UUM** 601-650 591-600 531-540
UNIMAS 1001+ 1001+ 1001+ IIUM** 651-700 651-700 601-650
Source: THE & QS Ranking [37], [38]. Note: *Ranking decreased/**Ranking increased/ without a star, no change in ranking
4.2. Universities rankings by subject
The evaluation of each subject is based on four measures. The first and two measures are the
academic and business surveys conducted globally by QS, which are used to evaluate the standing of each
institution globally. While the third and four measures of the research process, the influence of research is
assessed using the number of research citations per publication and the relevant field's h-index. The most
comprehensive research citation database in the world, Scopus, which is owned and run by Elsevier, is where
this data came from. The results for each of the topic rankings are generated when these four factors are
combined together, with weightings specific to each field [37].
University rankings are created by THE in order to measure university performance on a global
scale and to give a resource for readers to understand the diverse missions and successes of higher education
institutions in general. There are three basic focuses of university activity: research, teaching and impact, and
the rankings consider all three of these aspects. According to the rankings, each university has a full profile
with information on its overall rankings, as well as additional data aimed to assist students. Each university's
staff-to-students ratio, the student's total income each year, and international students' share are just a few
data points [38].
Table 4. QS rankings by subject in Indonesia vs Malaysia
Name Country
Social Sciences and
Management
Engineering and
Technology
Arts and
Humanities
Life Sciences and
Medicine
Natural Science
19 20 21 19 20 21 19 20 21 19 20 21 19 20 21
UM MYS 55 74 85 38 55 54 99 105 105 182 174 179 137 156 166
UKM MYS 134 207 243 135 179 194 168 238 258 360 371 358 294 345 396
USM MYS 144 214 225 123 179 199 212 250 304 326 355 363 223 295 327
UPM MYS 166 199 232 142 210 224 253 324 343 326 311 314 231 281 244
UI IDN 215 203 218 343 295 326 278 286 287 451 451 401 - - -
UTM MYS 226 252 267 85 100 104 393 401 - - - - 289 302 272
ITB IDN 322 320 331 243 244 256 - - - - - - 451 390 451
UiTM MYS 324 317 340 290 391 451 383 - - - - - - - -
UGM IDN 327 266 261 392 355 335 - 274 350 - - - - - -
IIUM MYS 376 401 451 - - - 451 - 401 - - - - - -
Source: QS University Rankings by Subject (2019, 2020, 2021) [37], [38]. Note: Malaysia (MYS), Indonesia (IDN); 19 (2019),
20 (2020), and 21 (2021)
7. J Edu & Learn ISSN: 2089-9823
Comparison between universities in Indonesia and Malaysia: World-college ranking … (Tri Suyantiningsih)
255
In the Table 4, taken the top 10 universities in Indonesia and Malaysia according to the QS world
ranking. We note that Malaysian universities are far ahead of the best universities in Indonesia in all
disciplines. For example, in the Department of Social Sciences and Management, the University of Malaysia
is ranked (85) on the best university in Indonesia, which is UI, which is ranked (218) in the world in 2021. In
the Department of Engineering and Technology, five universities in Malaysia UM, UKM, USM, UPM, and
UTM are ahead of the best university in Indonesia, which is ITB, which ranks 256th for the year 2021. Also,
in the Department of Arts and Humanities, UM and UKM are ahead of UI University, which is ranked (287)
for the year 2021. As for the Department of Life Sciences and Medicine, one university from Indonesia is
listed in the global rankings, which is UI (401) for the year 2021, while there are four universities from
Malaysia that advance in the global rankings. Also, in the Department of Natural Science, only one university
from Indonesia is included in the world rankings (451) for the year 2021. This university is the only
university behind six Malaysian universities by a large difference.
Table 5. THE impact rankings 2021 of Indonesia vs Malaysia
Engineering Business & Economics Computer Science Physical Sciences Life Sciences
Name Rank Name Rank Name Rank Name Rank Name Rank
UM 151–175 UM 126–150 UM 126–150 UM 301–400 UM 401–500
UPM 301–400 USM 201–250 UTM 401–500 UTM 501–600 UPM 401–500
UTP 301–400 UTM 201–250 UTP 401–500 UMP 601–800 UI 601–800
UKM 501–600 UUM 251–300 ITB 501–600 UPM 601–800 IPBU 601–800
UTM 501–600 UPM 301–400 UI 501–600 UTP 601–800 UKM 601–800
UNITEN 501–600 UGM 501–600 UKM 501–600 UUM 601–800 USM 601–800
ITB 601–800 UI 501–600 USM 501–600 ITB 801–1000 ITB 801+
UI 601–800 UKM 501–600 MU 601–800 UI 801–1000 UB 801+
MU 601–800 UKL 501–600 UPM 601–800 UKM 801–1000 DU 801+
USM 601–800 UTAR 501–600 ITSP 601–800 USM 801–1000 UGM 801+
Social Sciences Clinical & Health Education Arts & Humanities Psychology
Name Rank Name Rank Name Rank Name Rank Name Rank
UTM 176–200 UM 176–200 UM 97 UKM 301–400 UM 251–300
UM 301–400 UI 301–400 USM 126–150 UM 301–400 - -
UPM 401–500 UKM 301–400 UTM 126–150 USM 301–400 - -
USM 401–500 USM 301–400 UKM 251–300 UPM 401–500 - -
UUM 401–500 UTMARA 401–500 UPM 251–300 UTM 501+ - -
UI 501–600 UPM 501–600 UUM 301–400 - - - -
UKM 501–600 UB 601+ UTMARA 401–500 - - - -
UB 601+ UGM 601+ - - - - - -
UGM 601+ UP 601+ - - - - - -
UP 601+ - - - - - - - -
Source: THE University Rankings by Subject [38], Note: Indonesian universities are marked in bold
In the Table 5, according to the THE Impact Rankings 2021, the progress of Malaysian universities
over Indonesian universities in all departments such as (engineering, business & economics, computer
science, physical sciences, life sciences, social sciences, clinical & health). Indonesian universities were also
absent from the international rankings in the departments (education, arts & humanities, psychology).
4.3. Sustainable development goals
A new worldwide league table based on university performance against the United Nations'
Sustainable Development Goals has been launched (SDGs). Each year, we provide a global ranking, as well
as 17 tables that demonstrate how universities are doing in achieving each of the Sustainable Development
Goals [38].Four main categories that compare using precisely calibrated measures are Research, stewardship,
outreach and teaching. The 2021 Impact Rankings is the third edition and the overall ranking includes 1,118
universities from 94 countries/regions. In the table below Impact Rankings based on the United Nations’
Sustainable Development Goals (SDGs): SDG 1–no poverty, SDG 2–zero hunger, SDG 3–good health and
well-being, SDG 4–quality education, SDG 5–gender equality, SDG 6–clean water and sanitation, SDG 7–
affordable and clean energy, SDG 8–decent work and economic growth, SDG 9–industry, innovation and
infrastructure, SDG 10–reduced inequalities, SDG 11–sustainable cities and communities, SDG 12–
responsible consumption and production, SDG 13–climate action, SDG 14–life below water, SDG 15–life on
land, SDG 16–peace, justice and strong institutions, SDG 17–partnerships for the goals.
Table 6 shows the top 10 universities in Indonesia and Malaysia According to the global ranking
THE in the global performance tables that evaluate universities against the United Nations' Sustainable
Development Goals based on 11 indicators. Noted that there is one university (USM=39) from Malaysia,
while there are 4 universities (ITS=64), (Unhas=79), (UGM 83) and (UI 85) from Indonesia among the top
8. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 2, May 2023: 249-261
256
100 universities in the world. Also noted was the absence of all Indonesian and Malaysian universities from
the global rankings in the (SDG 10-Reduced Inequalities) index.
Table 6. THE impact rankings 2021 of Indonesia vs Malaysia
Name Country Rank Ranking By Impact Indicator Overall
USM MYS 39 SDG16=86.4 SDG3=84.3 SDG1=78.8 SDG17=89.5 90.5
ITS IDN 64 SDG7=76.2 SDG8=75.4 SDG1=80.3 SDG17=86.0 88.6
Unhas IDN 79 SDG1=85.3 SDG14=89.1 SDG3=70.1 SDG17=73.5 87.5
UGM IDN 83 SDG1=81.3 SDG7=71.3 SDG=81.1 SDG=90.5 87.1
UI IDN 85 SDG7=74.9 SDG1=77.2 SDG12=77.0 SDG17=94.0 87.0
ITB IDN 101–200 SDG7=73.9 SDG11=76.2 SDG6=73.0 SDG17=73.5 77.5
DU IDN 101–200 SDG12=75.9 SDG7=66.8 SDG14=76.3 SDG17=87.0 77.5
IPB IDN 101–200 SDG2=80.9 SDG1=68.2 SDG4=64.0 SDG17=73.5 77.5
UM MYS 101–200 SDG11=79.5 SDG9=66.3 SDG7=67.5 SDG17=73.5 77.5
UTM MYS 101–200 SDG9=90.3 SDG16=63.1 SDG4=64.0 SDG17=73.5 77.5
Source: THE Impact Rankings [38]
4.4. Research and publications
As a result of the Scopus database, the SCImago Journal & Country Rank is a publically accessible
portal that comprises journals and scientific indicators for countries (Elsevier B.V). A wide range of
scientific fields can be assessed using these markers. Comparison and analysis of journals is possible. It is
possible to compare or analyze individual country rankings. It is possible to sort journals by subject area
(27 broad thematic areas), subject category (313 individual subject categories), or even by country It is based
on citation data from more than 34,100 titles from more than 5,000 international publishers, as well as
country performance measures from Information visualization project The Shape of Science aims to reveal
science's structure. Bibliometric indicators from the SCImago Journal and Country Rank portal are accessible
through its interface. Research performance, innovation outputs, as well as social impact as evaluated by their
web visibility, are all considered in the SCImago Institutions Rankings (SIR) classification system for
academic and research organizations.
Table 7. Research and publications rank in Indonesia vs Malaysia
Year
Ranking
among
Asian
countries
Documents
Citable
documents
Citations Self-Citations
Citations per
document
H index
MYS IDN MYS IDN MYS IDN MYS IDN MYS IDN MYS IDN MYS IDN
2020 7 5 39.166 50.145 37.099 49.160 30.333 17.017 9.225 8.326 0,77 0,34
373 259
2019 7 5 38.228 47.432 36.402 46.644 114.103 55.764 32.121 28.730 2,98 1,18
2018 6 7 34.924 34.918 32.688 34.004 192.744 89.502 49.290 44.391 5,52 2,56
2017 6 9 33.656 21.549 31.633 20.860 258.458 101.638 59.460 39.485 7,68 4,72
2016 6 11 30.660 12.701 29.275 12.209 298.443 82.549 67.513 27.435 9,73 6,5
2015 6 11 28.202 8.575 27.067 8.229 328.870 75.235 72.036 19.820 11,66 8,77
2014 6 11 29.048 6.910 27.855 6.634 333.595 70.581 78.963 16.964 11,48 10,21
2013 6 11 25.648 5.449 24.542 5.117 311.938 61.178 77.189 13.237 12,16 11,23
2012 6 11 23.119 4.239 22.074 3.894 285.489 56.753 72.404 11.077 12,35 13,39
2011 6 11 20.828 3.529 20.109 3.334 285.434 50.423 73.085 9.053 13,7 14,29
Source: http://www.scimagojr.com [39]
In the Table 7, we note the rise in Indonesia's ranking in 2019 and 2020 in research and publication
in the Asian rankings to the fifth place. However, Malaysia is still ahead of Indonesia in research
(H index: MYS=259 & IDN=373). This indicates the weak impact of Indonesian research globally in terms
of quality, impact and global citation.
5. DISCUSSION
The profound political and socioeconomic developments that have occurred since the early 1990s
have had This is consistent with previous studies by Saleh and Mujahiddin [40] and Khan and Anwar [41],
private universities in Asia including Indonesia face several problems such as varying quality, high costs, and
difficulty to get financial support. In addition, based on reports issued by Asian Development Bank in 2012
and 2015 [42], [43], confirms that higher education institutions in South Asia, including Indonesia, are
9. J Edu & Learn ISSN: 2089-9823
Comparison between universities in Indonesia and Malaysia: World-college ranking … (Tri Suyantiningsih)
257
confronted with immediate and pressing needs, such as: Improving their quality, relevance, equity,
efficiency, and governance. Meet new challenges arising from the construction of knowledge economies,
internationalization and ever-increasing competition.
There is a huge difference between the budgets of foreign universities and Indonesian universities.
This difference is reflected in the difference in the position of these universities in the world rankings. The
latest ranking results from THE in the Impact Rankings 2021 state that the ranking of Malaysian universities
is still better than the ranking of Indonesian universities.
The ranking data submitted by QS & THE must be carefully observed by both the campus and the
ranks of the Directorate General of Higher Education (Kemendikbudristek). QS and THE are the oldest and
most credible university ranking agencies in the world. The calculations are also transparent and audited by
the PwC auditor agency. This is also the main barometer for ranking campuses in the world.
According to the doctoral in economics from the Australian National University, the declining
position of campuses in Indonesia is inconsistent with the state budget funds that are increasingly being
poured into universities for research, publication, and other purposes. Then it is also inconsistent with the
claim of the Directorate General of Higher Education which often says that Indonesia publications are from
the greatest in Association of South East Asian Nations or ASEAN and are able to catch up with Singapore
[44], [45].
Higher education in Indonesia currently faces three very serious challenges namely: the quality gap
compared to regional universities in ASEAN: the limited participation rate, the disparity in access between
the poor and the wealthy, and the low internal efficiency. To overcome these three challenges, significant
financial support is needed. a considerable impact on universities in developing countries. To better illustrate
this general pattern, it was decided to compare Indonesia and Malaysia, two significant Asian developing
nations with burgeoning economies and lofty aspirations. The two nations are compared as part of this
comparative framework, which then evaluates four key factors, including topic rankings, overall international
university rankings (QS & THE), sustainable development goals (SDGs), and research and publications. Both
Indonesian and Malaysian higher education systems have undergone massification, marketization, and
internationalization, and are currently striving for universalization through more excellence-driven higher
education initiatives, which include the main mechanisms and rules, as well as marketization and
internationalization strategies and policies [46], [47].
Aside from the macro-level similarities, there are some notable differences and disparities in these
three areas of higher education. These include the actual paths of size expansion, the growth and fate of
private institutions, and the conception of internationalization. All of these differences are brought about by
different historical paths, national agendas, and socio-political environments. In this comparative perspective,
three common elements need to be further discussed: centralized decentralization, domestic globalization,
and the uneven structure of quantitative development [46], [47].
According to previous studies [16], [20], [48]–[50], in 2020, data on the performance of Indonesian
universities were re-identified based on four key factors: i) The caliber of human resources and students
(input); ii) The management of higher education institutions (process); iii) The short-term performance
achievements of universities (output); iv) The long-term performance achievements, and the length of college
(outcome). The indicators that reflect each of the main components have undergone a number of revisions or
additions, therefore it is believed that these main components will now more accurately reflect the state of
Indonesian universities in accordance with their coverage. The number of lecturers with doctoral degrees, the
number of lecturers holding the positions of head lector and professor, the ratio of lecturers to students, the
number of international students, and the number of lecturers who have worked as practitioners in the
industry for at least six months are all included in measuring the performance of universities in the input area.
Nine indicators are used in the process aspect, including institutional accreditation, study program
accreditation, online learning, cooperation between higher education institutions, Higher Education Database
(PD Dikti) reports, the number of study programs working with World of Business Industry (DUDI)/, a non-
governmental organization (NGO), or Quacquarelli Symonds (QS ) top 100 World Class University
Rankings or WCU by subject, the number of study programs implementing programs for independent
learning, and the number of students taking part in the independent learning Program. The four metrics used
in the output component are the number of indexed scientific articles per lecturer, research performance,
student performance, and the number of study programs that have received international accreditation or
certification. The outcome element uses five indicators, including innovation performance, number of
citations per lecturer, number of patents per lecturer, performance in community service, and the proportion
of college graduates who find employment within six months.
Data on both the performance of each individual in higher education as well as the performance of
higher education as a whole are gathered and clustered within the concept of continuous development. In line
with this, the clustering data source employs reliable, usable data that possess the qualities listed below:
Information that is immediately usable, specifically information that colleges and institutions commonly
10. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 2, May 2023: 249-261
258
report to the PD Dikti. Information on the outcomes of higher education performance evaluations that have
been completed by work units under the Directorate General of Higher Education but have not been
presented in PD Dikti. Information that is particularly relevant to clustering but has not yet been incorporated
in PD Dikti is systematically gathered by work units.
Giving value (score) clustering based on the achievement of the university on each indicator in each
aspect. Each indicator has a weight on the overall college performance value. This stage is a very important
stage and can be used as a tool for controlling higher education development policies. The indicator weight is
determined by considering three things, namely: i) Interests: the influence of indicators in forming quality
tertiary institutions; ii) Measurement validity: the validity of the measurements made, including data quality
and ease of verification; and iii) Comparability: does the indicator really apply to all types, statuses,
categories of higher education institutions. From the results of the analysis of data from 2,136 available
universities, the results of the 2020 higher education clustering were obtained which consisted of five
indicators used for evaluation, namely teaching (the learning environment), research (volume, income and
reputation), citations (research influence), international outlook (staff, students and research), and industry
income (knowledge transfer) [13], [51], [52].
Based on strategic of the Ministry of Research, Technology and Higher Education (Menristekdikti)
regarding the education sector abroad, it turns out that the resources of lecturers and rectors are an important
element for improving the quality of higher education. This is the basis for creating a program for the
procurement of foreign rectors and lecturers. The government also targets that by 2020 there will be
universities led by the best rectors from abroad and by 2024 the number is targeted to increase to five state
universities (PTN). The Ministry of Research has mapped out which ones are the readiest, which ones are not
and which universities they are targeting (rectors) are foreign. If there are many, two to five (universities with
foreign rectors) until 2024. There is also a step by the government in increasing the ranking of universities to
reach the top 100 in the world through bring foreign rector candidates.
6. CONCLUSION
In order to assess the realities of higher education in both nations, identify the forces and dynamics
affecting higher education, and highlight the similarities and differences between the Indonesian and
Malaysian systems, this study compares and contrasts universities in Indonesia and Malaysia. The
comparative descriptive approach of Birdy was adopted. Based on the results, universities in Malaysia
outperformed Universities in Indonesia in the ranking list issued by the QS world campus ranking agency.
The latest data for 2021 shows that the University of Malaya has succeeded in being ranked 59th in the QS
world. The ranking of the University of Malaya (UM) (59) is even far above the best university in Indonesia,
Universitas Indonesia (UI) which is in position 305.
According to THE global ranking that evaluates universities against the United Nations' Sustainable
Development Goals based on 11 indicators, noted that Indonesian universities are leading Malaysian
universities. While both Indonesian and Malaysian universities have disappeared from global assessments in
the latest indicator (SDG 10-Reduced Inequalities). In addition, the evaluation based on research noted the
rise in Indonesia's ranking in 2019 and 2020 in research and publication in the Asian rankings to fifth place.
But Malaysia is still ahead of Indonesia in research (H index: MYS=259 & IDN=373).
Suggested mechanisms to benefit from the Malaysian higher education system in Indonesia;
adopting the concept of a productive university that is based on application and production, through the
provision of educational and advisory services and community partnerships with government and private
institutions, through: i) Adopting applied research in developing and increasing the quality of companies’
products, as adopts special research in various scientific fields; ii) A partnership contract with companies or
institutions to provide programs that serve these institutions so that they participate in its objectives, pay its
costs and employ its outputs; iii) Activating cooperative education in universities so as to benefit from
companies and institutions in training students and preparing them for the labor market; iv) Establishing
consulting centers that provide services and proceeds to the university and scientific research as a center for
engineering consultancy, family counseling, and research consultancy; v) Establishing business centers in
universities, such as medical specialties, for which a day is allocated to provide medical services with the
participation of consultants at reasonable prices and the proceeds to the university; and vi) To reach the top
100 universities in the world we suggest should improve publications, attracting foreign lecturers, attracting
foreign students, exchange students with universities in other countries. Currently there are several regulatory
improvements needed to be able to invite foreign rectors to be able to lead universities in Indonesia and
foreign lecturers to be able to teach, research, and collaborate in Indonesia.
11. J Edu & Learn ISSN: 2089-9823
Comparison between universities in Indonesia and Malaysia: World-college ranking … (Tri Suyantiningsih)
259
REFERENCES
[1] P. Delgado, C. Vargas, R. Ackerman, and L. Salmerón, “Don’t throw away your printed books: A meta-analysis on the effects of
reading media on reading comprehension,” Educational Research Review, vol. 25, pp. 23–38, Nov. 2018, doi:
10.1016/j.edurev.2018.09.003.
[2] F. Reichert, D. Lange, and L. Chow, “Educational beliefs matter for classroom instruction: A comparative analysis of teachers’
beliefs about the aims of civic education,” Teaching and Teacher Education, vol. 98, p. 103248, Feb. 2021, doi:
10.1016/j.tate.2020.103248.
[3] J. Roick and T. Ringeisen, “Students’ math performance in higher education: Examining the role of self-regulated learning and
self-efficacy,” Learning and Individual Differences, vol. 65, pp. 148–158, 2018, doi: 10.1016/j.lindif.2018.05.018.
[4] G. Ocak and A. Yamaç, “Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational
beliefs, attitudes, and achievement,” Kuram ve Uygulamada Egitim Bilimleri, vol. 13, no. 1, 2013.
[5] S. Li and J. Zheng, “The Relationship Between Self-efficacy and Self-regulated Learning in One-to-One Computing
Environment: The Mediated Role of Task Values,” The Asia-Pacific Education Researcher, vol. 27, no. 6, pp. 455–463, Dec.
2018, doi: 10.1007/s40299-018-0405-2.
[6] B. J. Zimmerman and A. R. Moylan, “Self-Regulation: Where Metacognition and Motivation Intersect,” in Handbook of
Metacognition in Education, & A. C. G. D. J. Hacker, J. Dunlosky, Ed. New York: Routledge, 2009, pp. 299–315.
[7] P. R. R. Pintrich, D. Smith, T. Garcia, and W. McKeachie, “A manual for the use of the Motivated Strategies for Learning
Questionnaire (MSLQ),” Ann Arbor. Michigan, vol. 48109, no. August 2016, p. 1259, 1991, doi: ED338122.
[8] M. Pressley, Advanced educational psychology for educators, researchers, and policymakers. New York: HarperCollins College
Publishers, 1995.
[9] W. Leal Filho, E. Manolas, and P. Pace, “The future we want key issues on sustainable development in higher education after rio
and the un decade of education for sustainable development,” International Journal of Sustainability in Higher Education, vol.
16, no. 1, pp. 112–129, Jan. 2015, doi: 10.1108/IJSHE-03-2014-0036.
[10] A. S. Knowles, The International encyclopedia of higher education. San Francisco: Jossey-Bass, 1977.
[11] J. W. Meyer, “The Effects of Education as an Institution,” American Journal of Sociology, vol. 83, no. 1, pp. 55–77, 1977,
[Online]. Available: http://www.jstor.org/stable/2777763.
[12] P. G. Altbach, P. J. Gumport, and R. O. Berdahl, American Higher Education in the Twenty-First Century: Social, Political, and
Economic Challenges third edition, 3rd ed. Baltimore: Johns Hopkins University Press, 2011.
[13] T. W. Schultz, “Investment in Human Capital,” The American Economic Review, vol. 51, no. 1, pp. 1–17, 1961, [Online].
Available: https://www.jstor.org/stable/1818907.
[14] K. Digdowiseiso, “The development of higher education in Indonesia,” International Journal of Scientific and Technology
Research, vol. 9, no. 2, pp. 1381–1385, 2020.
[15] A. N. R. Handini, Dinna and Hidayat, Firman and Putri, Dina Alif Vatul and Rouf, M. Rasha and Anjani, Nur Raly and Attamimi,
“Higher education statistics 2020 (in Indonesian),” Jakarta, 2020. [Online]. Available:
https://pddikti.kemdikbud.go.id/asset/data/publikasi/Statistik.
[16] Minister of Education and Culture, Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 5 of
2020 concerning Accreditation of Study Programs and Higher Education (in Indonesian). Jakarta, Indonesia, 2020.
[17] National Education System, Law (UU) on the National Education System (in Indonesian). Indonesia, 2003.
[18] Z. Mohd Fahmi, U. Balasingam, and J. M. Laguador, “ASEAN Qualification Reference Framework: Harmonization of ASEAN
Higher Education Area,” in ASEAN Post-50, Singapore: Springer Singapore, 2019, pp. 101–134.
[19] Indonesian Central Government, Presidential Regulation (PERPRES) concerning the Indonesian National Qualifications
Framework (in Indonesian). Indonesia, 2012.
[20] Ministry of Education and Culture, Presidential Regulation (PERPRES) concerning the Ministry of Education and Culture.
Indonesia, 2019.
[21] SKKNI, “About SKKNI (in Indonesian).” 2018, [Online]. Available: https://skkni.kemnaker.go.id/tentang-skkni/kelembagaan.
[22] Education Malaysia Global Services, “Malaysia Higher Education in Brief,” 2022. https://educationmalaysia.gov.my/malaysia-
higher-education-in-brief/.
[23] N. A. Albelbisi and F. D. Yusop, “Systematic Review Of A Nationwide MOOC Initiative In Malaysian Higher Education
System,” Electronic Journal of e-Learning, vol. 18, no. 4, pp. 287–298, Aug. 2020, doi: 10.34190/EJEL.20.18.4.002.
[24] R. S. R. Kasim, “The Relationship of Knowledge Management Practices, Competencies and the Organizational Performance of
Government Departments in Malaysia,” International Journal of Social, Behavioral, Educational, Economic, Business and
Industrial Engineering, vol. 2, no. 12, pp. 1252–1258, 2008, [Online]. Available: http://www.waset.ac.nz/journals/waset/v48/v48-
9.pdf.
[25] N. Azman, M. Sirat, V. Pang, Y. M. Lai, A. R. Govindasamy, and W. A. Din, “Promoting university–industry collaboration in
Malaysia: stakeholders’ perspectives on expectations and impediments,” Journal of Higher Education Policy and Management,
vol. 41, no. 1, pp. 86–103, Jan. 2019, doi: 10.1080/1360080X.2018.1538546.
[26] Malaysian Qualifications Agency, “Agensi Kelayakan Malaysia (MQA) Laporan Tahunan 2011,” 2011. [Online]. Available:
https://www.mqa.gov.my/pv4/document/publications/reports/annual/Laporan Tahunan 2011.pdf.
[27] UNESCO Institute for Statistics (UIS), “Government expenditure on education, total (% of GDP) - Malaysia,” 2020.
https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=MY&most_recent_year_desc=false.
[28] Cambridge University Press & Assessment, “Malaysian teachers are amongst the most dedicated in the world for ensuring
students achieve academic success,” 2018. https://www.cambridgeinternational.org/news/news-details/view/malaysian-teachers-
are-amongst-the-most-dedicated-in-the-world-for-ensuring-students-achieve-academic-success-28-nov2018/.
[29] N. Kholis, “Teacher Professionalism in Indonesia, Malaysia, and New Zealand,” TARBIYA: Journal of Education in Muslim
Society, vol. 6, no. 2, pp. 179–196, Dec. 2019, doi: 10.15408/tjems.v6i2.11487.
[30] I. Roha Mohamed Jais, N. Yahaya, and E. K Ghani, “Higher Education Leadership Competency Framework in Malaysia: A
Refinement,” Humanities and Social Sciences Letters, vol. 8, no. 4, pp. 438–449, 2020, doi:
10.18488/journal.73.2020.84.438.449.
[31] A. Garad, S. Haryono, R. Yaya, S. Pratolo, and A. Rahmawati, “The Relationship Between Transformational Leadership,
Improving Employee’s Performance and the Raising Efficiency of Organizations,” Management and Production Engineering
Review, vol. 13, no. 2, pp. 15–30, 2022, doi: 10.24425/mper.2022.142052.
[32] I. Abidin, “University-Industry Collaboration and Malaysian Public Universities Funding Model.” [Online]. Available:
https://news.ump.edu.my/experts/university-industry-collaboration-and-malaysian-public-universities-funding-model.
[33] Charles C. Ragin, The comparative method: Moving beyond qualitative and quantitative strategies, 1st ed. California: Univ of
12. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 2, May 2023: 249-261
260
California Press, 2014.
[34] W. Miller, “The comparative method: Moving beyond qualitative and quantitative methods,” Berkeley: University of California,
pp. 1–218, 1987, [Online]. Available: https://www.jstor.org/stable/10.1525/j.ctt1pnx57.
[35] D. Goodrick, “Comparative Case Studies,” Italy, 2014. [Online]. Available: https://www.unicef-
irc.org/publications/pdf/brief_9_comparativecasestudies_eng.pdf.
[36] B. Holmes and G. Z. F. Bereday, “Comparative Method in Education,” British Journal of Educational Studies, vol. 13, no. 2, p.
220, May 1965, doi: 10.2307/3118354.
[37] QS Quacquarelli Symonds Limited, “QS World University Rankings 2021,” 2021. https://www.topuniversities.com/university-
rankings/world-university-rankings/2021.
[38] Times Higher Education, “Times Higher Education World University Rankings (2019; 2020; 2021),” 2021.
[39] Scimago Institutions Rankings, “Scimago Journal & Country Rank.” 2021, [Online]. Available:
https://www.scimagojr.com/countryrank.php?region=Asiatic.
[40] A. Saleh and M. Mujahiddin, “Challenges and Opportunities for Community Empowerment Practices in Indonesia during the
Covid-19 Pandemic through Strengthening the Role of Higher Education,” Budapest International Research and Critics Institute
(BIRCI-Journal): Humanities and Social Sciences, vol. 3, no. 2, pp. 1105–1113, May 2020, doi: 10.33258/birci.v3i2.946.
[41] A. Khan and M. Anwar, “Higher education in Peril: Challenges to Southeast Asian academics,” Higher Education Challenges in
South-East Asia, pp. 238–249, 2020, doi: 10.4018/978-l-7998-4489-l.ch013.
[42] Asian Development Bank, “Private Higher Education Across Asia: Expanding Access, Searching for Quality,” 2012. [Online].
Available: https://think-asia.org/handle/11540/915.
[43] Asian Development Bank, Education in Indonesia. Paris: OECD Publishing, 2015.
[44] S. Alifah, “Improving the Quality of Education in Indonesia to Catch Up with Other Countries (in Indonesian),” CERMIN: Jurnal
Penelitian, vol. 5, no. 1, p. 113, Jul. 2021, doi: 10.36841/cermin_unars.v5i1.968.
[45] Z. Zuhri, “Priority Determination of State Universities in Indonesia Using the Fuzzy Topsis Analysis Method (in Indonesian),”
Jurnal Ilman, vol. 3, no. 1, pp. 50–60, 2015.
[46] C. Li, “The Development of Higher Education in China and Malaysia: A Comparative Perspective,” Science Journal of
Education, vol. 9, no. 3, p. 77, 2021, doi: 10.11648/j.sjedu.20210903.12.
[47] N. Kurniasih, C. Hasyim, A. Wulandari, M. I. Setiawan, and A. S. Ahmar, “Comparative Case Studies on Indonesian Higher
Education Rankings,” Journal of Physics: Conference Series, vol. 954, p. 12021, Jan. 2018, doi: 10.1088/1742-
6596/954/1/012021.
[48] Education Sector Analytical and Capacity Development Partnership (ACDP), “Developing Strategies for University, Industry,
and Government Partnership in Indonesia.” Agency for Research and Developments (Balitbang), Jakarta, 2013, [Online].
Available: https://multisite.itb.ac.id/mwa/wp-content/uploads/sites/40/2014/06/ACDP-025-
Developing_Strategies_for_University-Industry-and-Government_Pertnership.pdf.
[49] F. D. Ananda and A. Nuri, “Changes in Management Strategy in Improving Discipline in Higher Education (in Indonesian),”
Jurnal Ilmu Komputer, Ekonomi dan Manajemen (JIKEM), vol. 2, no. 1, pp. 923–926, 2022, doi: 10.30596/edutech.v3i1.990.
[50] Ministry of Health, “National Strategy for Combating Tuberculosis in Indonesia 2020-2024 (in Indonesian),” 2020. [Online].
Available: https://tbindonesia.or.id/wp-content/uploads/2021/06/NSP-TB-2020-2024-Ind_Final_-BAHASA.pdf.
[51] A. M. Al-Ansi, A. Garad, and A. Al-Ansi, “ICT-Based Learning During Covid-19 Outbreak: Advantages, Opportunities and
Challenges,” Gagasan Pendidikan Indonesia, vol. 2, no. 1, p. 10, 2021, doi: 10.30870/gpi.v2i1.10176.
[52] I. Fatmawati and A. Garad, “An Analytical Study of the Relationship Between Network Capability and e-Marketing to Achieve
the Competitive Advantage of MSEs,” in The Implementation of Smart Technologies for Business Success and Sustainability:
During COVID-19 Crises in Developing Countries, 2023, pp. 3–12.
BIOGRAPHIES OF AUTHORS
Tri Suyantiningsih is a Doctoral degree of Economic management. She also a
lecturer in STIE Trianandra. Her concentrates are on philosophy of science, HRM, strategic
management, entrepreneurship. She can be reached at email: stri34583@gmail.com.
Askar Garad is Doctoral degree of Management Financial at Universitas
Muhammadiyah Yogyakarta. He is also a part-time lecturer in Universitas Muhammadiyah
Yogyakarta, Faculty of Economics & Business. His concentrates are on economy
development, financial technology management, enterprise information technology,
organizations governance. He can be reached at email: askar2005.55@gmail.com.
13. J Edu & Learn ISSN: 2089-9823
Comparison between universities in Indonesia and Malaysia: World-college ranking … (Tri Suyantiningsih)
261
Muhamad Sophian works as Senior Lecturer at Universiti Malaysia Sarawak,
Kota Samarahan, Sarawak, Malaysia. His concentrates are on cognitive sciences and human
development. He can be reached at email: msophian@unimas.my.
Muhammad Agung Wibowo is a Master degree of Civil Engineering majoring
in Construction Management at University Pelita Harapan. He also part time lecture and
a student of Doctoral Civil Engineering program at University Tarumanagara. He is also
an interior architect and involve in project management. His concentrates are on
civil engineering majoring construction management. He can be reached at email:
agung.wibowo0821@gmail.com.