SEAMEO SEAMOLEC
ANNUAL REPORT
2017
Southeast Asian Ministers of Education Organization
Regional Open Learning Centre
Reaching the Unreachable,
Making the World into One World of Learning
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CONTENTS
Executive Summary ...........................................................................................................
1
Regional Leadership .........................................................................................................
7
1. Research and Development ..............................................................................................................
2. Open and Distance Learning Models ............................................................................................
3. Trainings and Other Learning Event ...............................................................................................
3.1 Regular Training Programs and Workshop...........................................................................
3.2 Seminar ........................................................................................................................................
8
19
23
23
29
Regional Visibility .............................................................................................................. 35
1. Recognition and Benchmarking ......................................................................................................
1.1. Partnership and Linkages .......................................................................................................
1.2. Students’ Internship/On-the-Job Trainings .........................................................................
1.3. Study Visits to SEAMOLEC ......................................................................................................
2. Information Exchange ........................................................................................................................
2.1. Establishment of Knowledge and Technology Management ........................................
2.2. Book : 20 years of SEAMOLEC Journey ...............................................................................
2.3. Website Maintenance and Development ...........................................................................
2.4. Digital Resources Development ............................................................................................
2.5. Promotion and Media Exposure ..........................................................................................
2.6. SEAMOLEC Radio ......................................................................................................................
36
36
38
40
42
42
43
44
46
50
54
Implementation of SEAMEO 7 Priority Areas ................................................................. 55
1. Promoting Technical and Vocational Education and Training (TVET) Program ...................
1.1. KOSEN .........................................................................................................................................
1.2. Hospitality Workshop ...............................................................................................................
1.3. Digital Simulation .....................................................................................................................
2. Reforming Teacher Education .........................................................................................................
2.1. Training .......................................................................................................................................
2.1.1. Teachers Competency Improvement in Karo ........................................................
2.1.2. Teachers Competency Improvement in Morowali ................................................
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56
56
58
62
65
65
65
67
iii
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2.2. Student Mobility .......................................................................................................................
2.2.1. China ................................................................................................................................
2.2.2. South Korea ....................................................................................................................
2.2.3. Japan ................................................................................................................................
2.2.4. Cambodia .........................................................................................................................
3. Harmonization in Higher Education and Research ....................................................................
3.1. SEAMOLEC and UGM Joint Research ..................................................................................
3.2. INDOPED ....................................................................................................................................
4. Adopting 21st Century Curriculum ..................................................................................................
4.1. SIERRA ........................................................................................................................................
4.2. MAGIS Camp 2016 ..................................................................................................................
4.3. Digital Comic .............................................................................................................................
69
69
78
79
79
85
85
87
91
91
94
97
Solid Resource Base ........................................................................................................... 99
1. Staf Development ............................................................................................................................. 100
2. Facility Improvement and New Equipments ............................................................................... 101
3. Financial Viability ................................................................................................................................. 101
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EXECUTIVE
SUMMARY
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2016
2017
SEAMEO Regional Open Learning Centre (SEAMOLEC) is one of
the 21 Centres under the auspices of Southeast Asian Ministers of
Education Organization (SEAMEO) focusing in the ield of Open and
Distance Learning (ODL). Owing to various programs that become its
core tasks, like; trainings, consultancies, research and development,
and information dissemination, SEAMOLEC is assisting the SEAMEO
Member Countries to ind alternative solution to enhance the quality
of its people through Open and Distance Learning (ODL).
Annually SEAMOLEC creates report about its programs that has been
implemented and its impacts to the region. This year’s annual report
covers its programs in the iscal year of 2016/2017 and consists of 4
main parts; Regional Leadership, Regional Visibility, Implementation
of SEAMEO 7 Priority Areas, and Solid Resource Base.
Regional Leadership
Regional Visibility
Regional Leadership
Implementation of SEAMEO 7
Priority Areas
Distance education is the solution to many problems regarding access
to regular education services. One of its services to Indonesia as its
hosting country, SEAMOLEC assists West Java Province as the second
lowest rank for least participation number in secondary education.
The Centre is deeply involved in developing the general design of
this program, including creating guidelines, curriculum adjustment,
program development, as well as developing instructional materials
and conducting teacher development and training.
Solid Resource Base
SEAMOLEC also has produced many scientiic works in form of
printed books, articles, scientiic journals, modules and research
reports. Annually, research and development activities in SEAMOLEC
showed a signiicant increase in the number of activities and topics.
The main objective of the Centre’s Research and Development (R&D)
activities is to facilitate research and development by educators
related to Information and Communication Technology (ICT)-based
Open and Distance Learning (ODL) in Indonesia. Several activities
in SEAMOLEC’s R&D are Research Grant, Southeast Asia Journal on
Open and Distance Learning, and Webinar Week.
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<
Dr. Abi Sujak, M.Sc
Director
<
Ith Vuthy, M.Sc.,M.A
Deputy Director for
Programme
<
Drs. Yoni Utomo, M.Ed
Deputy Director for
Administration
In its training services, SEAMOLEC ofers various face-to-face and online trainings to Southeast
Asian countries. These trainings are speciically designed for teachers, lecturers, ICT technicians,
and students within the region. The aim of SEAMOLEC’s training is to improve participants’
skills in applying ICT into their teaching and learning. There were total 63 face to face trainings
participated by 3.983 participants, and 38 online trainings participated by 20.354 participants
conducted by SEAMOLEC in iscal year 2016/2017.
Participating in international seminar is one of SEAMOLEC’s eforts in disseminating information
on ODL and to promote sharing and exchanges of expertise and other resources for the
improvement of the quality in ODL. During the Fiscal Year 2016/2017, SEAMOLEC shared
expertise on two international seminars: International Conference on Open and Flexible
Education (ICOFE) and SEA University Partnership (Indonesia, Cambodia, and Vietnam).
Regional Visibility
With reference to regional visibility, SEAMOLEC continuously makes eforts in doing information
exchange and other activities related to recognition and benchmarking. One of the four
core programs of SEAMOLEC is information dissemination of e-learning issues in the region
through its publication materials.
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The main objective of these activities is to elicit social and public awareness on the Centre’s
operation, services, and products. Therefore, the Centre attempts to create positive publications
in sharing information related to ODL within the region. Throughout a year from July 2016 to
June 2017 the Centre has published publications as its marketing strategy, which consist of 2
types; printed and digital publication. Aside than those publications, SEAMOLEC also took part
in several exhibition events in order to circulate its programs.
In line with the celebration of SEAMOLEC 20th Anniversary, on 27th February 2017, SEAMOLEC
created a book which covers its 2 decades of service to Southeast Asia through Open and
Distance Learning. The book is written in order to disseminate information about the 20 years
of journey of the centre since its establishment in 1997 up to now 2017. SEAMOLEC also has
oicially broadcasted an online radio named SEAMOLEC Radio. It is an audio service transmitted
through the internet designed to provide information sharing and entertainment to its listeners
within the region.
In the iscal year of 2016/2017 The Centre improved the appearance and contents of its website
to make it more interesting, which will eventually attract more visitors. Not only that, SEAMOLEC
also has created new system based on DMS (Data Management System) as one category of
Knowledge Management (KM) System. The system itself is not only for storing data, it can also
be used to keep track on how far the progress of work from each staf. This KM good practice
was put in place to improve organization efectiveness.
Within this iscal year, SEAMOLEC has been enhancing the collaboration programs with national,
regional, and international institutions. SEAMOLEC strengthened the established network and
expand its outreach with any other potential linkages through MOU and MOA signing. The Centre
also opens internship program and on-the-job trainings opportunities for students and organize
study visit to SEAMOLEC’s oice.
Implementation of SEAMEO 7 Priority Areas
Responding to the SEAMEO 7 Priority Areas, SEAMOLEC has conducted several activities in line with
priority areas number 4: Promoting Technical and Vocational Education and Training (TVET) Program,
number 5: Reforming Teacher Education, number 6: Harmonization in Higher Education and Research,
and number 7: Adopting 21st Century Curriculum.
Responding to the priority area number 4, SEAMOLEC was actively involved in SEA-TVET Consortium in
collaboration with KOSEN, Japan in July 2016, and SEA TVET Workshop on Integrating Entrepreneurship
and Digital Learning in Hospitality and Tourism in Malang, East Java, Indonesia in December 2016. The
KOSEN workshop was attended by 30 participants from Brunei Darussalam, Cambodia, Indonesia,
Malaysia, Philippines, Singapore, and Thailand. It was expected to help participants to understand, learn
and probably adapt KOSEN model in their own respective country to enhance quality of engineering TVET
education. The Hospitality and Tourism workshop was participated by 30 participants, who are Directors,
Heads of Academic Afairs, Heads of Program (Hospitality/Tourism), Teachers, and representatives from
Vocational and Technical Schools, Colleges and Polytechnics who ofer programs of Hospitality/Tourism
in Indonesia and Southeast Asian countries.
SEAMOLEC also actively involved in updating Digital Simulation (Simdig) course for vocational high
schools in Indonesia. Over the past years, Simdig has been introduced as a course in the irst year of the
vocational schools in Indonesia. It consists of two chapter books, and it was developed by SEAMOLEC and
Centre for Development Teacher of Automotive and Electric (VEDC) Malang. Simdig is a tool for students
to communicate their ideas and concept through the digital presentation. In its function as a tool, this
course provides the skills to be able to use it when necessary.
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For priority number 5, SEAMOLEC plays its role in designing training program both in face to face and online
modes. Two of SEAMOLEC’s face to face trainings held within this iscal year are Teachers Competency
Improvement in Karo and Morowali, Indonesia. Aside than trainings, SEAMOLEC also opens opportunity
for student mobility program to other countries, such as Cambodia, China, South Korea, and Japan. All
programs are fully covered in this annual report.
With regards to the priority area number 6, SEAMOLEC is currently involved in INDOPED Project – a
project Co-funded by the Erasmus+ Program of the European Union in modernizing Indonesian Higher
Education with Tested European Pedagogical Practices. This project was started at the end of 2015 until
2018 and it is conducted by 5 European Universities, 5 Indonesian Universities, and SEAMOLEC. By
introducing and sharing diferent learning methods from European university to Indonesian University
partners, it is expected to bring added value to current Indonesian educational system by updating
pedagogical approaches and to bridge the gap between what is taught in the university and what is
required by business and industry.
Another program which is in line with higher education is cooperation in form of joint research with Gadjah
Mada University, Yogyakarta and Khairun University, Ternate. This program is aimed to enhance the
local people’s knowledge about disaster and to raise their capacity on early warning system. SEAMOLEC
provides 10 SIERRA (SEAMOLEC Innovative Educational Repository for Remote Areas) devices to Khairun
University that will be distributed to schools and the local university in Ternate, North Maluku province.
Priority number 7 is the most relevant priority to SEAMOLEC’s expertise and programs. SEAMOLEC
has created the new innovation to address that issues namely SIERRA. SIERRA stands for SEAMOLEC
Educational Repository for Remote Areas. SIERRA device was oicially launched by SEAMOLEC on April
2016 on 2nd Strategic Dialogue for Education Ministers in Bandung, West Java. SIERRA allows students to
access and learn through videos, audio, and 60.000 contents that we packed in an oline site, from their
own smart phones or PCs without worrying about the internet connection. In the iscal year 2016/2017
SIERRA has been implemented in 4 remote areas: Padalarang, West Java (11 devices), Aceh, Nangroe
Aceh Darussalam (15 devices), Ternate, North Maluku (10 devices), and Sabah, Malaysia (20 devices).
In collaboration with Goethe Insititut Jakarta, SEAMOLEC conducted Mobile Application Goethe-Institute
and SEAMOLEC Camp or (MAGIS Camp). MAGIS Camp is a one week workshop participated by secondary
school students to develop mobile learning applications for German learning. During the workshop,
students will work in group consist of 3 people as programmer, designer, and content developer. Goethe-
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Institute assists students in term of German language learning as content of the app, and
SEAMOLEC assists them on mobile programming and application design. Since 2013 until
now MAGIS Camp has been conducted for 4 times; in Indonesia, Malaysia, and Thailand.
Solid Resource Base
SEAMOLEC is aware that improvement of SEAMOLEC management system was highly needed
to allow the Centre to perform better in the coming years. In the iscal year 2016/2017 the
Centre is committed to add some infrastructure to support the development of SEAMOLEC
as a regional centre on ODL. The Centre completed the renovation of building interior,
such as: reception area, video conference room, and computer lab. In addition to that,
SEAMOLEC also has been making efort to develop the capacity of its stafs by involving
the stafs to follow certiied trainings and participate in the international conferences.
SEAMEO SEAMOLEC ensures the operation of its activities by controlling ive components
of funds consisting of Capital Funds (source from Government of Indonesia, for investment
in property and equipment), Operating Funds (source from Government of Indonesia,
for salaries and wages, Insurance, travel and transportations, Operating supplies,
communications, utilities, repair and maintenance, professional services, clearing house
and professional publication, miscellaneous), Special Funds (source from Government
of Indonesia, for training and research scholarship, seminar and conferences, GBM),
Other Funds (source from donor) and Unallocated Funds (source from partnership and
scholarship programs).
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REGIONAL
LEADERSHIP
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1
RESEARCH AND
DEVELOPMENT
The Research and development (R&D) program which conducted annually by SEAMOLEC Research and
Development division are mainly aim to facilitate research and development by educators related to
Information and Communication Technology (ICT)-based Open and Distance Learning(ODL) in Indonesia.
From 2016 to 2017, there are several program has implemented by R&D:
A. Research Grants 2016
On May 2016 when SEAMOLEC announced its research grants program in SEAMOLEC’s website and also
SEAMOLEC oicial media, in June 2016, SEAMOLEC have been received 453 research proposals from
teachers, lectures, and educators. The number of those submitted proposals shows that the enhance
development and utilization of information and communication technology (ICT) in Teaching and learning.
Those proposals were written under several research themes:
a. ICT-based teaching materials development;
b. Development of software/hardware related to ODL;
c.
Utilization of ICT in teaching and learning;
d. Impact of digital class especially online exams program for students.
Based on those submitted proposals, it has been identiied that, research on the development of ICTbased teaching materials is about (44%) and action research in utilization of ICT in teaching and learning
is about (41%) themes are highly enthused among teachers.
Distribution of submitted proposals based on research themes
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Doing researches are majority done by higher education institutions (HEI) lectures. It has been proved by
51% of submitted proposals were coming from University lectures. Those numbers are followed K10-12
secondary schools’ teachers by (26%).
Distribution of submitted proposals based on researcher’s institutions
Proposals were reviewed by external reviewers and the result of accepted proposals is mentioned in
Appendix 1. Those 40 selected proposals received research grant maximum 7.500.000 IDR/proposal.
Teachers from 14 provinces out of 34 whole of Indonesia, from east to west part of Indonesia, have been
selected to receive those grants. Below is a number of accepted proposals based on researcher’s origin:
Distribution of researchers’ area
Number of
accepted proposals
No
Province
1
Aceh
2 proposals
2
Bali
2 proposals
3
Bengkulu
2 proposals
4
Central Java
6 proposals
5
East Java
6
Jakarta
2 proposals
7
Jambi
1 proposal
8
Maluku
1 proposal
9
North Sulawesi
1 proposal
10
Papua
1 proposal
11
Riau
1 proposal
12
South Sulawesi
1 proposal
13
Yogyakarta
3 proposals
14
West Java
6 proposals
Total
11 proposals
Those researchers have been submitted full
research reports, research articles, and also
research’s products in October 2016. Again,
research articles were reviewed by external
reviewer and 12 of them were eligible to publish
in SEAMOLEC - Southeast Asia Open and Distance
Learning Journal 2017.
40 proposals
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B. Southeast Asian Journal on Open and
Distance Learning
Since 2007, SEAMOLEC has annually produced Southeast Asian
Journal on Open and Distance Learning with International Standard
Serial Number (ISSN). In 2017, SEAMOLEC reprinted all journals in
limited numbers to modernize its look and feel. In conjunction with
SEAMOLEC 20th anniversary celebration, R&D Division also launched
SEAMOLEC Online Journal by utilizing Open Journal System (OJS)
that can be accessed on “journal.seamolec.org”. All scientiic papers
from 2007-up to now are available in this website. By providing
open access to all, those research papers that have been produced
may beneicial and reached more readers to improve open and
distance learning concepts and practices.
In 2017, SEAMOLEC produced two printed journal under the theme
“ICT Integration into Classroom” from selected articles that have
been submitted by 2016 researchers. There are 6 articles that will
be published in each journal.
Up to now, SEAMOLEC’s journal is not yet accredited. Started
in 2017, there will be several activities to ill-in requirements of
accredited journal from Indonesian Instituts of Sciences (LIPI) or
Ministry of Research Technology and Higher Education (MoRTHE).
SEAMOLEC will work closely and learn from SEAMEO BIOTROP’s
experience that has been produced accredited journal and being
indexed by Scopus.
The SEAMOLEC Online Journal
“Southeast Asian Journal on Open and
Distance Learning” Printed Version
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C. SEAMOLEC Webinar
Apart of to be written as a scientiic paper only, result of researchs were presented in a seminar to reach
greater audience. In 2016, that seminar was conducted in form of web seminar (webinar) that is called
“SEAMOLEC Webinar Week 2016”. The webinar was held from 5-9 December 2016. There are 2 (two)
online rooms available from 10.00 to 14.15 west part of Indonesian time so that participants may choose
their favorite titles or speakers.
The purposes of the "SEAMOLEC Webinar Week 2016" are as follows:
a. To disseminate latest result of researchs related to open and distance education;
b. To share latest information on the implementation and development of open and distance
education in Indonesia;
c.
To inspire teachers and educational personnels regarding the implementation of open and distance
education.
The number of registered participants for webinar are 496 participants, consists of teachers, lecturers,
education personnel and also college students. Every day, in each room there are more than 100
participants that followed the webinar. Based on their questionnaire, several speakers and participants
said that it’s irst time for them to follow online seminar, usually they have to go to certain seminar place.
By following this webinar, it have been give them new experience in gaining and sharing knowledge.
During Dr. Abi Sujak as SEAMOLEC Director Speech in opening webinar, he said that “Webinar is a new
method to spread inspiration and knowledge”.
Speaker and moderator during SEAMOLEC Webinar Week
To give opportunity for speakers from Jakarta and West Java area to know SEAMOLEC better, SEAMOLEC
invited them to visit SEAMOLEC’s oice and experienced SEAMOLEC mini studio. There were 6 speakers
that came to SEAMOLEC on the irst day of “SEAMOLEC Webinar Week 2016”. In this opportunity, Dr. Abi
Sujak also oicially gave certiicates for those speakers that came to SEAMOLEC Oice.
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Researcher from Jakarta and West Java province.
In In Supianti, M.Pd from Pasundan University, got certiicate
from SEAMOLEC’s Director
Whole webinar sessions have been recorded and available at website penelitian.seamolec.org/webinar.
SEAMOLEC also provided e-certiicate for the participants that followed 10 out of 40 titles in “SEAMOLEC
Webinar Week 2016”.
SEAMOLEC Webinar Week 2016 Committee
Based on questionnaire that have been distributed in the end of webinar and answered by 154
participants, most of participants are satisfied with utilization of Web Conference tool in this webinar.
It is shown by more than 71 % of participants said that it is easy or very easy to join webinar and
they also said that they can hear clearly most of presentations, although only 61.7% of them said
they do not have any problem at all with video connections. 92.3% of them also said that they got
inspired by webinar speakers. These data are giving more motivation for SEAMOLEC, especially
R&D Division to continue support Open and Distance Learning researches and practices, and share
latest information to greater audience by utilizing ICT.
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APPENDIX 1: List of Accepted Proposals
NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
1
RESEARCH ON
EVALUATION OF ONLINE
TEST.
THE IMPROVED OF
PERFORMANCE SCHOOL
EXAM BY SEA DIGITAL CLASS
MODEL
DIAN ADE KURNIA,
M.KOM
STMIK IKMI CIREBON
2
RESEARCH ON
EVALUATION OF ONLINE
TEST.
SABWEBAN MEDIA
DEVELOPMENT AS AN
EVALUATION TO REVIEW
IMPROVING LEARNING
ACHIEVEMENT STUDENTS AT
SMA NEGERI 1 MATANGKULI
NORTH ACEH DISTRICT
QUSTHALANI, M.PD
SMAN 1 MATANGKULI
KABUPATEN ACEH
UTARA
3
RESEARCH ON
EVALUATION OF ONLINE
TEST.
EVALUATION OF STUDENT
LEARNING OUTCOMES WHO
LEARN USING MULTILEVEL
PROBLEMS IN THE FORM OF
SUPERITEM WEB-BASED
SISKA FIRMASARI,
S.SI., M.PD
UNIVERSITAS
SWADAYA GUNUNG
JATI (UNSWAGATI)
CIREBON
4
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
DEVELOPMENT OF TEACHING
MATERIALS ELECTRONIC
GEOMETRY-BASED SPACE
PROFESSIONAL ANDROID
WITH 3D PAGEFLIP
ARDHI PRABOWO,
M.PD.
JURUSAN MATEMATIKA,
FMIPA UNIVERSITAS
NEGERI SEMARANG
5
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE DEVELOPMET OF
DIGIBOOK LEARNING MEDIA
WITH KVISOFT FLIP BOOK
MAKER IN THE FUNCTION
MATERIAL OF MATHEMATICS
FOR CLASS VIII
ENDANG
KUSUMANINGTYAS,
S.PD.,M.PD
SMP NEGERI 2 KOTA
PASURUAN
6
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE REGULATION OF
TEACHING MATERIALS
BASED ON TECHNOLOGY
COMMUNICATION AND
TELECOMMUNICATION (ICT)
AT SENIOR HIGH SCHOOL IN
INDONESIA AND THAILAND
ENNI SOERJATI, S.H.,
M.H.
FAKULTAS HUKUM
UNIVERSITAS
PADJADJARAN
7
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
USE METHOD DUTA PRODEO
FATTAKU ROHMAN,
(DUTA LEARNING PROJECT
S.PD
BASED VIDEO)
TO IMPROVE STUDENT
LEARNING MOTIVATION ON
THE IMPLEMENTATION OF THE
SEQUENCE AND SERIES MATH
CLASS XI IPA SMAN TITIAN
TERRACE JAMBI
SMA NEGERI
TITIAN TERAS H.
ABDURRAHMAN
SAYOETI
8
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE DEVELOPMENT OF
MATERIALS CALCULUC
BASED ON MAPLE THINKING
TO IMPROVE ADVANCED
MATHEMATICAL THINKING
STUDENTS
UNIVERSITAS
PASUNDAN
IN IN SUPIANTI, S.PD.,
M.PD
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NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
9
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
MAPLE PROGRAM
IMPLEMENTATION
IN MATHEMATICAL
COMMUNICATION EFFORTS
TO INCREASE CAPACITY
AND IMPACT ON STUDENT
LEARNING INDEPENDENCE
JUSEP SAPUTRA,
M.PD.
PROGRAM STUDI
MATEMATIKA FKIP
UNIVERSITAS
PSUNDAN
10
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
APPLICATION OF MODELBASED BCL GOOGLE
CLASSROOM TO ENHANCE
MOTIVATION AND LEARNING
OUTCOMES PHYSICS
STUDENT CLASS XI SMAN
3-MIPA1 SINGARAJA
MD. MAHENDRA EKA
PURUSA, S.PD.
SMA NEGERI 3
SINGARAJA
11
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE DEVELOPMENT OF
INTERACTIVE MULTIMEDIA
BY USING COURSE LAB
FOR SENIOR HIGH SCHOOL
STUDENTS IN LEARNING
STATISTICS AND PROBABILITY
PEBRIANTO, S.PD
SMA NEGERI 15
MUKOMUKO
12
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
SOFTWARE DEVELOPMENT
BASED LEARNING
E-LEARNING COURSE IN
DIFFERENTIAL CALCULUS
STUDENTS LEARN TO GROW
INDEPENDENCE
REZA KUSUMA
SETYANSAH, S.PD.,
M.PD.
IKIP PGRI MADIUN
13
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE DEVELOPMENT OF
ALGEBRA MODULE BY
USING EXE LEARNING TO
IMPROVE MATHEMATICS
COMPREHENSION OF THE
SEVENTH GRADE STUDENTS
OF JUNIOR HIGH SCHOOL
WIDARSO PUJIANTO
EKO PUTRO, M.PD
SMP NEGERI 1
SUKOSARI
14
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE APPLICATION OF
ABDUL AZIZ, S.PD
DISCOVERY-LEARNING MODEL
WITH MEDIA ANIMATION
OF WIRING DIAGRAM FOR
COGNITIVE COMPETENCY
ENHANCEMENT OF CAR’S
CHARGING SYSTEM ON
STUDENT CLASS XI TKR SMK
NEGERI 1 KEDUNGWUNI
ACADEMIC YEAR 2016-2017
SMK N 1 KEDUNGWUNI
15
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
IMPROVEMENT OF LEARNING
PHYSICS THEORY OF KINETIC
CONCEPTS WITH GAS MODEL
INQURY AIDED VIRTUAL
EXPERIENCE LABORATORY
SCIENCE STRUCTURED IN
STUDENTS CLASS XI MIPA-10
SMA NEGERI 1 MALANG
14
AGNES YUNI
PUJIASTUTI, M.PD
Southeast Asian Ministers of Education Organization Regional Open Learning Centre
Annual Report 2017.indd 14
Aug/7/17 4:37 PM
NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
16
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
LEARNING USING SOFTWARE
CD PETA TEMATIK COMBINED
GOSEMAP (GOOGLE MAPS
& STREET VIEW)
INCREASE OF MOTIVATION
AND LEARNING MATERI
KENAMPAKAN ALAM DAN
BUATAN INDONESIA CLASS 4
SD / MI
BOEDI SANTOSA,
S.PD.I
MIS NURUL HUDA KOTA
KEDIRI
17
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
USING E-LEARNING QUIPPER
SCHOOL TO INCREASE
STUDENTS’ ACHIEVEMENT IN
GEOMETRY LESSON
BUADDIN HASAN,
M.PD
STKIP PGRI
BANGKALAN
18
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
DADAN RUSDIAN
LEMBAGA PENDIDIKAN
DAN PELATIHAN POLRI
SEKOLAH POLISI
WANITA
CAPACITY BUILDING IN
BLENDED LEARNING IN
SPECIALTY EDUCATION
DEVELOPMENT
POLICEWOMAN PPA
(DEPARTMENT OF WOMEN
AND CHILD).
19
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
EDMODO COLLABORATION
EDY SUSIADI
AND I-CARE FOR
PURNAMA,S.PD
IMPROVEMENT ACTIVITIES
AND STUDENT ACHIEVEMENT
IN MATHEMATICS SMP NEGERI
1 SRUWENG 2016/2017
SMP NEGERI 1
SRUWENG
20
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
SWAY-BASED COOPERATIVE
LEARNING FOR
SOCIAL STUDIES (ILMU
PENGETAHUAN SOSIAL) IN
6 TH GRADE ELEMENTARY
SCHOOL
SD NEGERI SUMBER 1
BERBAH, SLEMAN, DI
YOGYAKARTA
21
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
BLENDED-SCIENTIFIC
I KETUT SUTAMA,
LEARNING INSTRUCTION
S.PD.,M.PD.
WITH GEOGEBRA TO IMPROVE
STUDENT’S ACTIVITY AND
LEARNING ACHIEVEMENT IN
MATHEMATICS ESPECIALLY IN
INTEGRAL
SMA NEGERI 1
MANGGIS
22
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
INCREASING MATH LEARNING
ACTIVITY ON THE COURSE OF
LINEAR PROGRAM THROUGH
BLENDED LEARNING DISCO
DOBRA MODEL
INDAH EKO
CAHYANI,S.PD
SMK NEGERI 1 SLAWI
23
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
SYNERGY BETWEEN
THE EFFECTIVENESS
OF INSTRUCTORS AND
MENTOR TO INCREASE THE
NUMBER ONLINE TRAINING
PARTICIPANTS IN TRAINING
MAYA BATCH CLASS 3
KHAIRUDDIN, S.PD
SMA NEGERI 1
NURUSSALAM – ACEH
TIMUR
FITA SUKIYANI, S.PD.
SD., M.PD.
Annual Report 2017
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15
Aug/7/17 4:37 PM
NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
24
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
INTERNET EXPLOIT TO
INCREASE STUDENT
KNOWLEDGE IN APPLY
PCP'S METHOD AS TECH
AS INCREASE STUDENT
INDONESIAN LEARNING
CLASS XII IPA SMA YAPIS
MANOKWARI SCHOOL YEAR
2016 / 2017
MIRNAWATI, S.PD.,
M.PD.
SEKOLAH MENENGAH
ATAS (SMA) YAPIS
MANOKWARI
PAPUA BARAT
25
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
STAD METHOD USING
MUSHLIHATUN
FACEBOOK FANPAGE WITH
SYARIFAH, S.PD
TREASURE HUNT TECHNIQUE
TO INCREASE STUDENT
LEARNING ACTIVITIES AND
IMPROVE STUDENT LEARNING
OUTCOMES
SMPN 8 SALATIGA
26
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE IMPLEMENTATION OF
THE DISCOVERY LEARNING
MODEL ASSISTED BY
CEDARLOGIC SIMULATOR
SOFTWARE AS AN EFFORT TO
IMPROVE THE ACTIVITIES AND
ACHIEVEMENT STUDENTS
ON THE COMPETENCE OF
LOGIC GATE IN CLASS X TAV 2
VOCATIONAL HIGH SCHOOL 1
LENGKONG
NOVENTY
PRASETYANINGSIH,
S.T M.PD
SMKN 1 LENGKONG
NGANJUK
27
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE USE OF SPARKOL
VIDEOSCRIBE TO INCREASE
STUDENTS’ INTEREST IN
STUDYING ENGLISH FOR
THE XII GRADERS OF KJ
DEPARTMENT SMK NEGERI 2
WONOSARI YEAR 2016 / 2017
PURWANTI, M.PD.BI
SMK NEGERI 2
WONOSARI
28
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
SCIENTIFIC APPROACH
USING MOVIE MAKER TO
ENCOURAGE NATIONALISM
AND OUTCOME OF IPS GRADE
VI ELEMENETARY SCHOOL
1 KEDUNGOMBO ACADEMIC
YEARS 2016/ 2017
RETNO TRIASTUTI,
S.PD.SD., M.PD.
SDN I KEDUNGOMBO,
UPT DINAS
PENDIDIKAN
KECAMATN
BATURETNO,
KABUPATEN WONOGIRI
29
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE USE OF GOOGLE
RIKY OKTAVIANUS
DOCS AS MEDIA FOR
DEPARI, S.PD
COLABORATIVE WRITING
ACTIVITY TO IMPROVE
STUDENTS’ DESCRIPTIVE
TEXT WRITING SKILL OF
EIGHTH GRADE STUDENTS OF
SMPN 15 BENGKULU
16
SMP NEGERI 15 KOTA
BENGKULU
Southeast Asian Ministers of Education Organization Regional Open Learning Centre
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NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
30
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
APPLYING EDMODO IN
IMPROVING STUDENT
ACHIEVEMENT IN TEACHING
ENGLISH AS FOREIGN
LANGUAGE FOR ELEVENTH
GRADER IN MAN 1 AMBON
ROHIB ADRIANTO
SANGIA, SS, M.PD
MAN 1 AMBON
31
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
IMPLEMENTATION OF
TECHNO-SCIENTIFIC INQUIRY
IN ESSAY WRITING CLASSES
SAMSUL ARIFIN,
S.PD., M.PD.
IKIP PGRI MADIUN
32
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE USE OF LINE
APPLICATION WITH
COLLABORATION METHOD
IN CHAINED WRITING TO
IMPROVE SKILL IN WRITING
PANTUN AND
SYAIR IN SMA CENDANA
PEKANBARU
SITTI SYATHARIAH,
DRA.
SMA CENDANA
PEKANBARU RIAU
33
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
COLLABORATION PEPISONG
MEDIA AND MODEL NHT
INTERACTIVE TO IMPROVE
ACTIVITIES STUDENT
LEARNING AND RESULTS OF
LEARNING IN WORLD WAR II
CLASS IX SMP STATE SATAP
APADO
SOPIAN POBELA, S.PD SMP NEGERI SATAP
APADO
34
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
IMPELEMENTING PADLET
AND LINO APPLICATION TO
IMPROVE WRITING ABILITY IN
ENGLISH FOR NON ENGLISH
DEPARTMENT STUDENTS
SRI LESTARI,S.PD.,M.
PD
35
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
EFFECTIVENESS OF DIGITAL
TRAINING CLASS
PLATFORM IN NETWORK
USING CISCO WEBEX
UMI TIRA LESTARI
36
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
QUALITY IMPROVEMENT
EFFORTS OF STUDENTS WITH
LEARNING METHOD FLIPPED
CLASSROOM THROUGH
THE USING OF E-LEARNING
PLATFORM KELASE COURSE
IN COMMUNICATION DATA
VERONIKA ASRI
TANDIRERUNG, S.PD.,
M.PD
FAKULTAS TEKNIK
UNIVERSITAS NEGERI
MAKASSAR
37
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
UTILIZATION OF ISPRING
QUIZMAKER IN SELF-STUDY
FOR IMPROVING LEARNING
OUTCOMES
WALAN YUDIANI,S.
PD.,MT.
SMK KAMPUNG JAWA
JAKARTA
38
RESEARCH ON
DEVELOPMENT OF
SOFTWARE/HARDWARE
OPEN DISTANCE
LEARNING
UTILIZATION OF APPLICATION
PROGRAM IN SUPPORTING
EVALUATION OF ENGLISH
PERFORMANCE
ADITYO, S.S., M.A.
UNIVERSITAS
MUHAMMADIYAH
MALANG
IKIP PGRI MADIUN
Annual Report 2017
Annual Report 2017.indd 17
17
Aug/7/17 4:37 PM
NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
39
RESEARCH ON
DEVELOPMENT OF
SOFTWARE/HARDWARE
OPEN DISTANCE
LEARNING
DEVELOPMENT OF
STATISTICS MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT) IN
DISTANCE EDUCATION BINA
NUSANTARA UNIVERSITY
ANITA RAHAYU
UNIVERSITAS BINA
NUSANTARA
40
RESEARCH ON
DEVELOPMENT OF
SOFTWARE/HARDWARE
OPEN DISTANCE
LEARNING
DEVELOPMENT OF
MONOGRAPH WITH
3 DIMENSIONAL (3D)
ILLUSTRATION BASED ON
AUGMENTED REALITY AS A
SUPPLEMENT OF ALDEHYDE
AND KETONES MATERIALS ON
CHEMISTRY LEARNING
DRS. JASLIN IKHSAN,
M.APP.SC., PH.D.
UNIVERSITAS NEGERI
YOGYAKARTA
18
Southeast Asian Ministers of Education Organization Regional Open Learning Centre
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2
OPEN AND DISTANCE
LEARNING MODEL
A. Background
The Open and Distance Learning (ODL) has been the huge educational innovation of the 21th century.
Open and Distance Learning has shown its capability to meet a wide variety of learning needs and for
all kinds of learners in many countries. The irst concept as a correspondence education, an alternative
mode of education which is accommodative to students’ physical and geographical constraints, open
and distance learning has develop into its 5th generation, the open and distance learning which is based
on information and communication technology (ICT).
Indonesia is an archipelago country with over that 270 millions of population spread out all over 17,000
islands will ind it quite challenging to realize the idea of enriching the life of the nation as well as to practice
the 21st century learning concept. The obstacles arise from the geographic contours, the unsatisfactory
statistical data about technology and internet literacy, to the insuicient ICT facilities provided by the
Ministry of Education and Culture of the Republic of Indonesia. The advancement of ICT can now ofer
efective and eicient learning supports at all levels of education and in all ields of knowledge, especially
in open and distance learning. Multimedia tools can provide stimulating interactive application for learning
at home, in school, and in workplace.
The SEAMEO Regional Open Learning Center (SEAMOLEC), as a SEAMEO Regional center for open and
distance learning in the Southeast Asia, pays a great attention to this advancement. Distance education
or Distance learning programs are the solution to many problems regarding access to regular education
services. The greatest appeal of distance learning is that one can study without having to leave home or a
job to gain higher education. These programs made it possible for students to complete their education
without having to sacriice their working time.
ODL has also been supported by the legal system in Indonesia. ODL has been considered one of the
national education systems by the National Education Law (20/2003). It is furthered supported by Minister
of Education and Culture (MoEC) of Indonesia has created MoEC Regulation no. 72 year 2013, in Chapter II,
article no. 2 about Purpose and Scope of Execution. Completing Regulation no. 72, MoEC issued Regulation
no. 119 year 2014, which provides guideline on how to run ODL in primary and secondary education.
West Java province is the lowest number two after Papua for least participation number in secondary
education participation. This issue has risen up to be overcome immediately. Therefore, in 2017,
SEAMOLEC is assisting West Java province in developing Secondary Education implementation via open
and distance learning mode.
B. General Design of Distance Learning for Secondary Education Program
The distance learning program has been designed hybrid or blended mode of ICT-based ODL. In this
case, the proportion of ICT component is ranging from 30-79%, while allowing 30% of delivery to be faceto-face. The hybrid mode, as following program:
a. Allowing students to study without leaving their work (economic, geographic, inancial reason as
well as scarcity of students).
Annual Report 2017
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This program is designed for in-service workers age between 16-21 years old. It is a distance
education to allow students to join the program without having to leave their work (economic,
geographic, inancial reason as well as scarcity of students). The admission process is conducted
once a year, similar with regular class in secondary school.
The program has been designed to have a face to face and independent study component in the
learning process. The face to face tutorial can help students learn the learning materials better,
and tutorial session also is an efective way to interact with tutors and their peers. Meanwhile,
independent study will be facilitated through Learning Management System (LMS). The LMS will
provide learning resources (printed materials, audiovisual, tutors, and their own fellow students).
b. Conducting its interactive learning in a hybrid mode, i.e., face-to-face tutorial (synchronous), faceto-face online tutorial (LMS) (asynchronous), face-to-face video conference tutorials (synchronous).
The communication between students and tutors, at this stage of development is carried through
emails, mobile communication application, etc.
c.
Delivers its learning materials via three types of blended, i.e., face-to-face, video conference, and
web-based.
In the face-to-face based, the face-to-face component becomes the main delivery mode. This
type of delivery is implemented during the practice and practicum session assisted and facilitated
by tutors.
In the web-based, the web-based course becomes the main delivery mode, and enhanced as well
as blended with face-to-face and videoconference component. This type of delivery is implemented
during the independent study period.
In the videoconference based, the purpose is mainly for coordination among teachers and tutors,
and for discussion of learning problems that students might found during independent learning.
This delivery system could also be explored to be instructional medium for instructional activities
of the program.
d. Using various forms of learning resources. The web-based learning resources are also made
available for the students and institutions. The web-based courses for this program, at present,
are still under development. Learning object materials have been prepared, and the interface with
the learning management system will soon follow. URL linkages for each course and or even each
topic within a course are also identiied and provided, so that students can explore the plenty of
learning resources available in the Web.
C. Activities
a. Guideline Development for Distance Learning for Secondary Education Program
The Guidelines for Distance Education have been developed by SEAMOLEC to assist institutions during
planning, development, and implement distance education. The purpose of guidelines is to provide a
source of assistance and guidance to education institutions in developing their own quality assurance
systems, as well as to contribute to a common frame of reference, which can be used by the institutions.
The guidelines that have been developed and under developing as follows:
20
Southeast Asian Ministers of Education Organization Regional Open Learning Centre
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• Guideline of Distance Learning Implementation;
• Guideline of Tutorial;
• Guideline of Field Practice Enhancement;
• Guideline of Partnership;
• Guideline of Learning Management System
for Administrator Teacher/Tutor;
• Guideline of Retention of Prior Learning and
Skill Passport;
• Guideline of Video Conference;
• Guideline of Student;
• Guideline of Digital Learning Development;
• Guideline of Practice/Practicum.
Coordination meeting via video conference with Education Ofice of West Java Province
b. Curriculum adjustment and Program Development for Distance Learning in Secondary Education
Program
The curriculum is an important role in educational process; teachers/tutors/stakeholders should have
a comprehensive understanding and skills in curriculum development. In this program, the applied
curriculum is the same curriculum that applied in regular class.
To align and adjust the applied curriculum with distance learning system several activities has been
conducted to obtain a curriculum composition that its delivery system. In order to have a “good” curriculum,
a procedure should be conducted. This procedure consists of ive steps as follows:
•
Need analysis;
•
Identifying competencies;
•
Designing learning experiences;
•
Developing and organizing learning materials;
•
Selecting assessment and evaluation.
The following the steps above, the existing curriculum and based on its implementation in regular class,
teachers are expected to transform and make adjustment to develop “Distance Learning Planning” as
their framework to conduct the distance learning class and to develop instructional material for distance
learning students. The workshop has been conducted on May 2-4, 2017 participated by 200 teachers from
Vocational and High School in West Java, Indonesia. The continuing program is assistance session using
online delivery to strengthen participants’ understanding of distance learning especially in competency
mapping and instructional materials development.
Annual Report 2017
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Workshop on Competency Mapping and Delivery Sistem for Distance Learning
D. Upcoming Activities
a. Instructional Materials Development
Instructional Materials ofering greatly impact the success of a distance learning program. It is through
providing high quality instructional material that meet the academic needs of our students and enhance
the quality of our distance learning program that we will grow our program and see students successfully
complete their educational goals. In order to provide instructional material for distance learning students,
workshop on instructional material development for distance learning conducted in the near future. The
workshop will be covering on:
•
Developing content outline based on “Distance Learning Planning”;
•
Developing video script based on content outline;
•
Developing a simple presentation video as one of learning resources for students using Screen
cast O’Matic (SOM) platform.
b. Teacher Development and Training
Teacher training addresses instructional methodologies, assessment methods, administrative procedures
used in the distance learning environment, accessibility and other compliance matters, student preparation
and orientation, interactive communication methodologies, resources and support services available for
students.
22
Southeast Asian Ministers of Education Organization Regional Open Learning Centre
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3
TRAININGS AND OTHER
LEARNING EVENTS
3.1. Regular Training Programs and Workshop
The Open and Distance Learning (ODL) system difers in many respects from the conventional, face-toface, classroom bound educational practices. Experiences in managing conventional education may not
automatically relect the ability to plan, develop, and implement ODL. Therefore enhancing the skills as
well as knowledge of human resources aiming to be embarking in open and distance learning is inevitably
a major efort. Based on its mission, SEAMOLEC ofers training services, face-to-face and online training
to assist SEAMEO member countries in initiating as well as implementing ODL as a strategic solution to
their educational problems.
SEAMOLEC training programs were carried out based on the principles of collaboration, accountability,
responsiveness, relevance, efectiveness and eiciency. Within the Centers, collaboration has been
articulated into knowledge-based working team across divisions. Such as a
2017
Southeast Asian Ministers of Education Organization
Regional Open Learning Centre
Reaching the Unreachable,
Making the World into One World of Learning
Annual Report 2017.indd 1
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Annual Report 2017.indd 2
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CONTENTS
Executive Summary ...........................................................................................................
1
Regional Leadership .........................................................................................................
7
1. Research and Development ..............................................................................................................
2. Open and Distance Learning Models ............................................................................................
3. Trainings and Other Learning Event ...............................................................................................
3.1 Regular Training Programs and Workshop...........................................................................
3.2 Seminar ........................................................................................................................................
8
19
23
23
29
Regional Visibility .............................................................................................................. 35
1. Recognition and Benchmarking ......................................................................................................
1.1. Partnership and Linkages .......................................................................................................
1.2. Students’ Internship/On-the-Job Trainings .........................................................................
1.3. Study Visits to SEAMOLEC ......................................................................................................
2. Information Exchange ........................................................................................................................
2.1. Establishment of Knowledge and Technology Management ........................................
2.2. Book : 20 years of SEAMOLEC Journey ...............................................................................
2.3. Website Maintenance and Development ...........................................................................
2.4. Digital Resources Development ............................................................................................
2.5. Promotion and Media Exposure ..........................................................................................
2.6. SEAMOLEC Radio ......................................................................................................................
36
36
38
40
42
42
43
44
46
50
54
Implementation of SEAMEO 7 Priority Areas ................................................................. 55
1. Promoting Technical and Vocational Education and Training (TVET) Program ...................
1.1. KOSEN .........................................................................................................................................
1.2. Hospitality Workshop ...............................................................................................................
1.3. Digital Simulation .....................................................................................................................
2. Reforming Teacher Education .........................................................................................................
2.1. Training .......................................................................................................................................
2.1.1. Teachers Competency Improvement in Karo ........................................................
2.1.2. Teachers Competency Improvement in Morowali ................................................
Annual Report 2017
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56
56
58
62
65
65
65
67
iii
Aug/7/17 4:37 PM
2.2. Student Mobility .......................................................................................................................
2.2.1. China ................................................................................................................................
2.2.2. South Korea ....................................................................................................................
2.2.3. Japan ................................................................................................................................
2.2.4. Cambodia .........................................................................................................................
3. Harmonization in Higher Education and Research ....................................................................
3.1. SEAMOLEC and UGM Joint Research ..................................................................................
3.2. INDOPED ....................................................................................................................................
4. Adopting 21st Century Curriculum ..................................................................................................
4.1. SIERRA ........................................................................................................................................
4.2. MAGIS Camp 2016 ..................................................................................................................
4.3. Digital Comic .............................................................................................................................
69
69
78
79
79
85
85
87
91
91
94
97
Solid Resource Base ........................................................................................................... 99
1. Staf Development ............................................................................................................................. 100
2. Facility Improvement and New Equipments ............................................................................... 101
3. Financial Viability ................................................................................................................................. 101
iv
Southeast Asian Ministers of Education Organization Regional Open Learning Centre
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EXECUTIVE
SUMMARY
Annual Report 2017
Annual Report 2017.indd 1
1
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2016
2017
SEAMEO Regional Open Learning Centre (SEAMOLEC) is one of
the 21 Centres under the auspices of Southeast Asian Ministers of
Education Organization (SEAMEO) focusing in the ield of Open and
Distance Learning (ODL). Owing to various programs that become its
core tasks, like; trainings, consultancies, research and development,
and information dissemination, SEAMOLEC is assisting the SEAMEO
Member Countries to ind alternative solution to enhance the quality
of its people through Open and Distance Learning (ODL).
Annually SEAMOLEC creates report about its programs that has been
implemented and its impacts to the region. This year’s annual report
covers its programs in the iscal year of 2016/2017 and consists of 4
main parts; Regional Leadership, Regional Visibility, Implementation
of SEAMEO 7 Priority Areas, and Solid Resource Base.
Regional Leadership
Regional Visibility
Regional Leadership
Implementation of SEAMEO 7
Priority Areas
Distance education is the solution to many problems regarding access
to regular education services. One of its services to Indonesia as its
hosting country, SEAMOLEC assists West Java Province as the second
lowest rank for least participation number in secondary education.
The Centre is deeply involved in developing the general design of
this program, including creating guidelines, curriculum adjustment,
program development, as well as developing instructional materials
and conducting teacher development and training.
Solid Resource Base
SEAMOLEC also has produced many scientiic works in form of
printed books, articles, scientiic journals, modules and research
reports. Annually, research and development activities in SEAMOLEC
showed a signiicant increase in the number of activities and topics.
The main objective of the Centre’s Research and Development (R&D)
activities is to facilitate research and development by educators
related to Information and Communication Technology (ICT)-based
Open and Distance Learning (ODL) in Indonesia. Several activities
in SEAMOLEC’s R&D are Research Grant, Southeast Asia Journal on
Open and Distance Learning, and Webinar Week.
2
Southeast Asian Ministers of Education Organization Regional Open Learning Centre
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<
Dr. Abi Sujak, M.Sc
Director
<
Ith Vuthy, M.Sc.,M.A
Deputy Director for
Programme
<
Drs. Yoni Utomo, M.Ed
Deputy Director for
Administration
In its training services, SEAMOLEC ofers various face-to-face and online trainings to Southeast
Asian countries. These trainings are speciically designed for teachers, lecturers, ICT technicians,
and students within the region. The aim of SEAMOLEC’s training is to improve participants’
skills in applying ICT into their teaching and learning. There were total 63 face to face trainings
participated by 3.983 participants, and 38 online trainings participated by 20.354 participants
conducted by SEAMOLEC in iscal year 2016/2017.
Participating in international seminar is one of SEAMOLEC’s eforts in disseminating information
on ODL and to promote sharing and exchanges of expertise and other resources for the
improvement of the quality in ODL. During the Fiscal Year 2016/2017, SEAMOLEC shared
expertise on two international seminars: International Conference on Open and Flexible
Education (ICOFE) and SEA University Partnership (Indonesia, Cambodia, and Vietnam).
Regional Visibility
With reference to regional visibility, SEAMOLEC continuously makes eforts in doing information
exchange and other activities related to recognition and benchmarking. One of the four
core programs of SEAMOLEC is information dissemination of e-learning issues in the region
through its publication materials.
Annual Report 2017
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The main objective of these activities is to elicit social and public awareness on the Centre’s
operation, services, and products. Therefore, the Centre attempts to create positive publications
in sharing information related to ODL within the region. Throughout a year from July 2016 to
June 2017 the Centre has published publications as its marketing strategy, which consist of 2
types; printed and digital publication. Aside than those publications, SEAMOLEC also took part
in several exhibition events in order to circulate its programs.
In line with the celebration of SEAMOLEC 20th Anniversary, on 27th February 2017, SEAMOLEC
created a book which covers its 2 decades of service to Southeast Asia through Open and
Distance Learning. The book is written in order to disseminate information about the 20 years
of journey of the centre since its establishment in 1997 up to now 2017. SEAMOLEC also has
oicially broadcasted an online radio named SEAMOLEC Radio. It is an audio service transmitted
through the internet designed to provide information sharing and entertainment to its listeners
within the region.
In the iscal year of 2016/2017 The Centre improved the appearance and contents of its website
to make it more interesting, which will eventually attract more visitors. Not only that, SEAMOLEC
also has created new system based on DMS (Data Management System) as one category of
Knowledge Management (KM) System. The system itself is not only for storing data, it can also
be used to keep track on how far the progress of work from each staf. This KM good practice
was put in place to improve organization efectiveness.
Within this iscal year, SEAMOLEC has been enhancing the collaboration programs with national,
regional, and international institutions. SEAMOLEC strengthened the established network and
expand its outreach with any other potential linkages through MOU and MOA signing. The Centre
also opens internship program and on-the-job trainings opportunities for students and organize
study visit to SEAMOLEC’s oice.
Implementation of SEAMEO 7 Priority Areas
Responding to the SEAMEO 7 Priority Areas, SEAMOLEC has conducted several activities in line with
priority areas number 4: Promoting Technical and Vocational Education and Training (TVET) Program,
number 5: Reforming Teacher Education, number 6: Harmonization in Higher Education and Research,
and number 7: Adopting 21st Century Curriculum.
Responding to the priority area number 4, SEAMOLEC was actively involved in SEA-TVET Consortium in
collaboration with KOSEN, Japan in July 2016, and SEA TVET Workshop on Integrating Entrepreneurship
and Digital Learning in Hospitality and Tourism in Malang, East Java, Indonesia in December 2016. The
KOSEN workshop was attended by 30 participants from Brunei Darussalam, Cambodia, Indonesia,
Malaysia, Philippines, Singapore, and Thailand. It was expected to help participants to understand, learn
and probably adapt KOSEN model in their own respective country to enhance quality of engineering TVET
education. The Hospitality and Tourism workshop was participated by 30 participants, who are Directors,
Heads of Academic Afairs, Heads of Program (Hospitality/Tourism), Teachers, and representatives from
Vocational and Technical Schools, Colleges and Polytechnics who ofer programs of Hospitality/Tourism
in Indonesia and Southeast Asian countries.
SEAMOLEC also actively involved in updating Digital Simulation (Simdig) course for vocational high
schools in Indonesia. Over the past years, Simdig has been introduced as a course in the irst year of the
vocational schools in Indonesia. It consists of two chapter books, and it was developed by SEAMOLEC and
Centre for Development Teacher of Automotive and Electric (VEDC) Malang. Simdig is a tool for students
to communicate their ideas and concept through the digital presentation. In its function as a tool, this
course provides the skills to be able to use it when necessary.
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For priority number 5, SEAMOLEC plays its role in designing training program both in face to face and online
modes. Two of SEAMOLEC’s face to face trainings held within this iscal year are Teachers Competency
Improvement in Karo and Morowali, Indonesia. Aside than trainings, SEAMOLEC also opens opportunity
for student mobility program to other countries, such as Cambodia, China, South Korea, and Japan. All
programs are fully covered in this annual report.
With regards to the priority area number 6, SEAMOLEC is currently involved in INDOPED Project – a
project Co-funded by the Erasmus+ Program of the European Union in modernizing Indonesian Higher
Education with Tested European Pedagogical Practices. This project was started at the end of 2015 until
2018 and it is conducted by 5 European Universities, 5 Indonesian Universities, and SEAMOLEC. By
introducing and sharing diferent learning methods from European university to Indonesian University
partners, it is expected to bring added value to current Indonesian educational system by updating
pedagogical approaches and to bridge the gap between what is taught in the university and what is
required by business and industry.
Another program which is in line with higher education is cooperation in form of joint research with Gadjah
Mada University, Yogyakarta and Khairun University, Ternate. This program is aimed to enhance the
local people’s knowledge about disaster and to raise their capacity on early warning system. SEAMOLEC
provides 10 SIERRA (SEAMOLEC Innovative Educational Repository for Remote Areas) devices to Khairun
University that will be distributed to schools and the local university in Ternate, North Maluku province.
Priority number 7 is the most relevant priority to SEAMOLEC’s expertise and programs. SEAMOLEC
has created the new innovation to address that issues namely SIERRA. SIERRA stands for SEAMOLEC
Educational Repository for Remote Areas. SIERRA device was oicially launched by SEAMOLEC on April
2016 on 2nd Strategic Dialogue for Education Ministers in Bandung, West Java. SIERRA allows students to
access and learn through videos, audio, and 60.000 contents that we packed in an oline site, from their
own smart phones or PCs without worrying about the internet connection. In the iscal year 2016/2017
SIERRA has been implemented in 4 remote areas: Padalarang, West Java (11 devices), Aceh, Nangroe
Aceh Darussalam (15 devices), Ternate, North Maluku (10 devices), and Sabah, Malaysia (20 devices).
In collaboration with Goethe Insititut Jakarta, SEAMOLEC conducted Mobile Application Goethe-Institute
and SEAMOLEC Camp or (MAGIS Camp). MAGIS Camp is a one week workshop participated by secondary
school students to develop mobile learning applications for German learning. During the workshop,
students will work in group consist of 3 people as programmer, designer, and content developer. Goethe-
Annual Report 2017
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Institute assists students in term of German language learning as content of the app, and
SEAMOLEC assists them on mobile programming and application design. Since 2013 until
now MAGIS Camp has been conducted for 4 times; in Indonesia, Malaysia, and Thailand.
Solid Resource Base
SEAMOLEC is aware that improvement of SEAMOLEC management system was highly needed
to allow the Centre to perform better in the coming years. In the iscal year 2016/2017 the
Centre is committed to add some infrastructure to support the development of SEAMOLEC
as a regional centre on ODL. The Centre completed the renovation of building interior,
such as: reception area, video conference room, and computer lab. In addition to that,
SEAMOLEC also has been making efort to develop the capacity of its stafs by involving
the stafs to follow certiied trainings and participate in the international conferences.
SEAMEO SEAMOLEC ensures the operation of its activities by controlling ive components
of funds consisting of Capital Funds (source from Government of Indonesia, for investment
in property and equipment), Operating Funds (source from Government of Indonesia,
for salaries and wages, Insurance, travel and transportations, Operating supplies,
communications, utilities, repair and maintenance, professional services, clearing house
and professional publication, miscellaneous), Special Funds (source from Government
of Indonesia, for training and research scholarship, seminar and conferences, GBM),
Other Funds (source from donor) and Unallocated Funds (source from partnership and
scholarship programs).
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REGIONAL
LEADERSHIP
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1
RESEARCH AND
DEVELOPMENT
The Research and development (R&D) program which conducted annually by SEAMOLEC Research and
Development division are mainly aim to facilitate research and development by educators related to
Information and Communication Technology (ICT)-based Open and Distance Learning(ODL) in Indonesia.
From 2016 to 2017, there are several program has implemented by R&D:
A. Research Grants 2016
On May 2016 when SEAMOLEC announced its research grants program in SEAMOLEC’s website and also
SEAMOLEC oicial media, in June 2016, SEAMOLEC have been received 453 research proposals from
teachers, lectures, and educators. The number of those submitted proposals shows that the enhance
development and utilization of information and communication technology (ICT) in Teaching and learning.
Those proposals were written under several research themes:
a. ICT-based teaching materials development;
b. Development of software/hardware related to ODL;
c.
Utilization of ICT in teaching and learning;
d. Impact of digital class especially online exams program for students.
Based on those submitted proposals, it has been identiied that, research on the development of ICTbased teaching materials is about (44%) and action research in utilization of ICT in teaching and learning
is about (41%) themes are highly enthused among teachers.
Distribution of submitted proposals based on research themes
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Doing researches are majority done by higher education institutions (HEI) lectures. It has been proved by
51% of submitted proposals were coming from University lectures. Those numbers are followed K10-12
secondary schools’ teachers by (26%).
Distribution of submitted proposals based on researcher’s institutions
Proposals were reviewed by external reviewers and the result of accepted proposals is mentioned in
Appendix 1. Those 40 selected proposals received research grant maximum 7.500.000 IDR/proposal.
Teachers from 14 provinces out of 34 whole of Indonesia, from east to west part of Indonesia, have been
selected to receive those grants. Below is a number of accepted proposals based on researcher’s origin:
Distribution of researchers’ area
Number of
accepted proposals
No
Province
1
Aceh
2 proposals
2
Bali
2 proposals
3
Bengkulu
2 proposals
4
Central Java
6 proposals
5
East Java
6
Jakarta
2 proposals
7
Jambi
1 proposal
8
Maluku
1 proposal
9
North Sulawesi
1 proposal
10
Papua
1 proposal
11
Riau
1 proposal
12
South Sulawesi
1 proposal
13
Yogyakarta
3 proposals
14
West Java
6 proposals
Total
11 proposals
Those researchers have been submitted full
research reports, research articles, and also
research’s products in October 2016. Again,
research articles were reviewed by external
reviewer and 12 of them were eligible to publish
in SEAMOLEC - Southeast Asia Open and Distance
Learning Journal 2017.
40 proposals
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B. Southeast Asian Journal on Open and
Distance Learning
Since 2007, SEAMOLEC has annually produced Southeast Asian
Journal on Open and Distance Learning with International Standard
Serial Number (ISSN). In 2017, SEAMOLEC reprinted all journals in
limited numbers to modernize its look and feel. In conjunction with
SEAMOLEC 20th anniversary celebration, R&D Division also launched
SEAMOLEC Online Journal by utilizing Open Journal System (OJS)
that can be accessed on “journal.seamolec.org”. All scientiic papers
from 2007-up to now are available in this website. By providing
open access to all, those research papers that have been produced
may beneicial and reached more readers to improve open and
distance learning concepts and practices.
In 2017, SEAMOLEC produced two printed journal under the theme
“ICT Integration into Classroom” from selected articles that have
been submitted by 2016 researchers. There are 6 articles that will
be published in each journal.
Up to now, SEAMOLEC’s journal is not yet accredited. Started
in 2017, there will be several activities to ill-in requirements of
accredited journal from Indonesian Instituts of Sciences (LIPI) or
Ministry of Research Technology and Higher Education (MoRTHE).
SEAMOLEC will work closely and learn from SEAMEO BIOTROP’s
experience that has been produced accredited journal and being
indexed by Scopus.
The SEAMOLEC Online Journal
“Southeast Asian Journal on Open and
Distance Learning” Printed Version
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C. SEAMOLEC Webinar
Apart of to be written as a scientiic paper only, result of researchs were presented in a seminar to reach
greater audience. In 2016, that seminar was conducted in form of web seminar (webinar) that is called
“SEAMOLEC Webinar Week 2016”. The webinar was held from 5-9 December 2016. There are 2 (two)
online rooms available from 10.00 to 14.15 west part of Indonesian time so that participants may choose
their favorite titles or speakers.
The purposes of the "SEAMOLEC Webinar Week 2016" are as follows:
a. To disseminate latest result of researchs related to open and distance education;
b. To share latest information on the implementation and development of open and distance
education in Indonesia;
c.
To inspire teachers and educational personnels regarding the implementation of open and distance
education.
The number of registered participants for webinar are 496 participants, consists of teachers, lecturers,
education personnel and also college students. Every day, in each room there are more than 100
participants that followed the webinar. Based on their questionnaire, several speakers and participants
said that it’s irst time for them to follow online seminar, usually they have to go to certain seminar place.
By following this webinar, it have been give them new experience in gaining and sharing knowledge.
During Dr. Abi Sujak as SEAMOLEC Director Speech in opening webinar, he said that “Webinar is a new
method to spread inspiration and knowledge”.
Speaker and moderator during SEAMOLEC Webinar Week
To give opportunity for speakers from Jakarta and West Java area to know SEAMOLEC better, SEAMOLEC
invited them to visit SEAMOLEC’s oice and experienced SEAMOLEC mini studio. There were 6 speakers
that came to SEAMOLEC on the irst day of “SEAMOLEC Webinar Week 2016”. In this opportunity, Dr. Abi
Sujak also oicially gave certiicates for those speakers that came to SEAMOLEC Oice.
Annual Report 2017
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Researcher from Jakarta and West Java province.
In In Supianti, M.Pd from Pasundan University, got certiicate
from SEAMOLEC’s Director
Whole webinar sessions have been recorded and available at website penelitian.seamolec.org/webinar.
SEAMOLEC also provided e-certiicate for the participants that followed 10 out of 40 titles in “SEAMOLEC
Webinar Week 2016”.
SEAMOLEC Webinar Week 2016 Committee
Based on questionnaire that have been distributed in the end of webinar and answered by 154
participants, most of participants are satisfied with utilization of Web Conference tool in this webinar.
It is shown by more than 71 % of participants said that it is easy or very easy to join webinar and
they also said that they can hear clearly most of presentations, although only 61.7% of them said
they do not have any problem at all with video connections. 92.3% of them also said that they got
inspired by webinar speakers. These data are giving more motivation for SEAMOLEC, especially
R&D Division to continue support Open and Distance Learning researches and practices, and share
latest information to greater audience by utilizing ICT.
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APPENDIX 1: List of Accepted Proposals
NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
1
RESEARCH ON
EVALUATION OF ONLINE
TEST.
THE IMPROVED OF
PERFORMANCE SCHOOL
EXAM BY SEA DIGITAL CLASS
MODEL
DIAN ADE KURNIA,
M.KOM
STMIK IKMI CIREBON
2
RESEARCH ON
EVALUATION OF ONLINE
TEST.
SABWEBAN MEDIA
DEVELOPMENT AS AN
EVALUATION TO REVIEW
IMPROVING LEARNING
ACHIEVEMENT STUDENTS AT
SMA NEGERI 1 MATANGKULI
NORTH ACEH DISTRICT
QUSTHALANI, M.PD
SMAN 1 MATANGKULI
KABUPATEN ACEH
UTARA
3
RESEARCH ON
EVALUATION OF ONLINE
TEST.
EVALUATION OF STUDENT
LEARNING OUTCOMES WHO
LEARN USING MULTILEVEL
PROBLEMS IN THE FORM OF
SUPERITEM WEB-BASED
SISKA FIRMASARI,
S.SI., M.PD
UNIVERSITAS
SWADAYA GUNUNG
JATI (UNSWAGATI)
CIREBON
4
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
DEVELOPMENT OF TEACHING
MATERIALS ELECTRONIC
GEOMETRY-BASED SPACE
PROFESSIONAL ANDROID
WITH 3D PAGEFLIP
ARDHI PRABOWO,
M.PD.
JURUSAN MATEMATIKA,
FMIPA UNIVERSITAS
NEGERI SEMARANG
5
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE DEVELOPMET OF
DIGIBOOK LEARNING MEDIA
WITH KVISOFT FLIP BOOK
MAKER IN THE FUNCTION
MATERIAL OF MATHEMATICS
FOR CLASS VIII
ENDANG
KUSUMANINGTYAS,
S.PD.,M.PD
SMP NEGERI 2 KOTA
PASURUAN
6
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE REGULATION OF
TEACHING MATERIALS
BASED ON TECHNOLOGY
COMMUNICATION AND
TELECOMMUNICATION (ICT)
AT SENIOR HIGH SCHOOL IN
INDONESIA AND THAILAND
ENNI SOERJATI, S.H.,
M.H.
FAKULTAS HUKUM
UNIVERSITAS
PADJADJARAN
7
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
USE METHOD DUTA PRODEO
FATTAKU ROHMAN,
(DUTA LEARNING PROJECT
S.PD
BASED VIDEO)
TO IMPROVE STUDENT
LEARNING MOTIVATION ON
THE IMPLEMENTATION OF THE
SEQUENCE AND SERIES MATH
CLASS XI IPA SMAN TITIAN
TERRACE JAMBI
SMA NEGERI
TITIAN TERAS H.
ABDURRAHMAN
SAYOETI
8
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE DEVELOPMENT OF
MATERIALS CALCULUC
BASED ON MAPLE THINKING
TO IMPROVE ADVANCED
MATHEMATICAL THINKING
STUDENTS
UNIVERSITAS
PASUNDAN
IN IN SUPIANTI, S.PD.,
M.PD
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NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
9
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
MAPLE PROGRAM
IMPLEMENTATION
IN MATHEMATICAL
COMMUNICATION EFFORTS
TO INCREASE CAPACITY
AND IMPACT ON STUDENT
LEARNING INDEPENDENCE
JUSEP SAPUTRA,
M.PD.
PROGRAM STUDI
MATEMATIKA FKIP
UNIVERSITAS
PSUNDAN
10
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
APPLICATION OF MODELBASED BCL GOOGLE
CLASSROOM TO ENHANCE
MOTIVATION AND LEARNING
OUTCOMES PHYSICS
STUDENT CLASS XI SMAN
3-MIPA1 SINGARAJA
MD. MAHENDRA EKA
PURUSA, S.PD.
SMA NEGERI 3
SINGARAJA
11
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE DEVELOPMENT OF
INTERACTIVE MULTIMEDIA
BY USING COURSE LAB
FOR SENIOR HIGH SCHOOL
STUDENTS IN LEARNING
STATISTICS AND PROBABILITY
PEBRIANTO, S.PD
SMA NEGERI 15
MUKOMUKO
12
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
SOFTWARE DEVELOPMENT
BASED LEARNING
E-LEARNING COURSE IN
DIFFERENTIAL CALCULUS
STUDENTS LEARN TO GROW
INDEPENDENCE
REZA KUSUMA
SETYANSAH, S.PD.,
M.PD.
IKIP PGRI MADIUN
13
RESEARCH ON
DEVELOPMENT OF
TEACHING MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT)
THE DEVELOPMENT OF
ALGEBRA MODULE BY
USING EXE LEARNING TO
IMPROVE MATHEMATICS
COMPREHENSION OF THE
SEVENTH GRADE STUDENTS
OF JUNIOR HIGH SCHOOL
WIDARSO PUJIANTO
EKO PUTRO, M.PD
SMP NEGERI 1
SUKOSARI
14
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE APPLICATION OF
ABDUL AZIZ, S.PD
DISCOVERY-LEARNING MODEL
WITH MEDIA ANIMATION
OF WIRING DIAGRAM FOR
COGNITIVE COMPETENCY
ENHANCEMENT OF CAR’S
CHARGING SYSTEM ON
STUDENT CLASS XI TKR SMK
NEGERI 1 KEDUNGWUNI
ACADEMIC YEAR 2016-2017
SMK N 1 KEDUNGWUNI
15
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
IMPROVEMENT OF LEARNING
PHYSICS THEORY OF KINETIC
CONCEPTS WITH GAS MODEL
INQURY AIDED VIRTUAL
EXPERIENCE LABORATORY
SCIENCE STRUCTURED IN
STUDENTS CLASS XI MIPA-10
SMA NEGERI 1 MALANG
14
AGNES YUNI
PUJIASTUTI, M.PD
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NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
16
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
LEARNING USING SOFTWARE
CD PETA TEMATIK COMBINED
GOSEMAP (GOOGLE MAPS
& STREET VIEW)
INCREASE OF MOTIVATION
AND LEARNING MATERI
KENAMPAKAN ALAM DAN
BUATAN INDONESIA CLASS 4
SD / MI
BOEDI SANTOSA,
S.PD.I
MIS NURUL HUDA KOTA
KEDIRI
17
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
USING E-LEARNING QUIPPER
SCHOOL TO INCREASE
STUDENTS’ ACHIEVEMENT IN
GEOMETRY LESSON
BUADDIN HASAN,
M.PD
STKIP PGRI
BANGKALAN
18
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
DADAN RUSDIAN
LEMBAGA PENDIDIKAN
DAN PELATIHAN POLRI
SEKOLAH POLISI
WANITA
CAPACITY BUILDING IN
BLENDED LEARNING IN
SPECIALTY EDUCATION
DEVELOPMENT
POLICEWOMAN PPA
(DEPARTMENT OF WOMEN
AND CHILD).
19
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
EDMODO COLLABORATION
EDY SUSIADI
AND I-CARE FOR
PURNAMA,S.PD
IMPROVEMENT ACTIVITIES
AND STUDENT ACHIEVEMENT
IN MATHEMATICS SMP NEGERI
1 SRUWENG 2016/2017
SMP NEGERI 1
SRUWENG
20
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
SWAY-BASED COOPERATIVE
LEARNING FOR
SOCIAL STUDIES (ILMU
PENGETAHUAN SOSIAL) IN
6 TH GRADE ELEMENTARY
SCHOOL
SD NEGERI SUMBER 1
BERBAH, SLEMAN, DI
YOGYAKARTA
21
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
BLENDED-SCIENTIFIC
I KETUT SUTAMA,
LEARNING INSTRUCTION
S.PD.,M.PD.
WITH GEOGEBRA TO IMPROVE
STUDENT’S ACTIVITY AND
LEARNING ACHIEVEMENT IN
MATHEMATICS ESPECIALLY IN
INTEGRAL
SMA NEGERI 1
MANGGIS
22
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
INCREASING MATH LEARNING
ACTIVITY ON THE COURSE OF
LINEAR PROGRAM THROUGH
BLENDED LEARNING DISCO
DOBRA MODEL
INDAH EKO
CAHYANI,S.PD
SMK NEGERI 1 SLAWI
23
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
SYNERGY BETWEEN
THE EFFECTIVENESS
OF INSTRUCTORS AND
MENTOR TO INCREASE THE
NUMBER ONLINE TRAINING
PARTICIPANTS IN TRAINING
MAYA BATCH CLASS 3
KHAIRUDDIN, S.PD
SMA NEGERI 1
NURUSSALAM – ACEH
TIMUR
FITA SUKIYANI, S.PD.
SD., M.PD.
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NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
24
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
INTERNET EXPLOIT TO
INCREASE STUDENT
KNOWLEDGE IN APPLY
PCP'S METHOD AS TECH
AS INCREASE STUDENT
INDONESIAN LEARNING
CLASS XII IPA SMA YAPIS
MANOKWARI SCHOOL YEAR
2016 / 2017
MIRNAWATI, S.PD.,
M.PD.
SEKOLAH MENENGAH
ATAS (SMA) YAPIS
MANOKWARI
PAPUA BARAT
25
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
STAD METHOD USING
MUSHLIHATUN
FACEBOOK FANPAGE WITH
SYARIFAH, S.PD
TREASURE HUNT TECHNIQUE
TO INCREASE STUDENT
LEARNING ACTIVITIES AND
IMPROVE STUDENT LEARNING
OUTCOMES
SMPN 8 SALATIGA
26
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE IMPLEMENTATION OF
THE DISCOVERY LEARNING
MODEL ASSISTED BY
CEDARLOGIC SIMULATOR
SOFTWARE AS AN EFFORT TO
IMPROVE THE ACTIVITIES AND
ACHIEVEMENT STUDENTS
ON THE COMPETENCE OF
LOGIC GATE IN CLASS X TAV 2
VOCATIONAL HIGH SCHOOL 1
LENGKONG
NOVENTY
PRASETYANINGSIH,
S.T M.PD
SMKN 1 LENGKONG
NGANJUK
27
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE USE OF SPARKOL
VIDEOSCRIBE TO INCREASE
STUDENTS’ INTEREST IN
STUDYING ENGLISH FOR
THE XII GRADERS OF KJ
DEPARTMENT SMK NEGERI 2
WONOSARI YEAR 2016 / 2017
PURWANTI, M.PD.BI
SMK NEGERI 2
WONOSARI
28
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
SCIENTIFIC APPROACH
USING MOVIE MAKER TO
ENCOURAGE NATIONALISM
AND OUTCOME OF IPS GRADE
VI ELEMENETARY SCHOOL
1 KEDUNGOMBO ACADEMIC
YEARS 2016/ 2017
RETNO TRIASTUTI,
S.PD.SD., M.PD.
SDN I KEDUNGOMBO,
UPT DINAS
PENDIDIKAN
KECAMATN
BATURETNO,
KABUPATEN WONOGIRI
29
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE USE OF GOOGLE
RIKY OKTAVIANUS
DOCS AS MEDIA FOR
DEPARI, S.PD
COLABORATIVE WRITING
ACTIVITY TO IMPROVE
STUDENTS’ DESCRIPTIVE
TEXT WRITING SKILL OF
EIGHTH GRADE STUDENTS OF
SMPN 15 BENGKULU
16
SMP NEGERI 15 KOTA
BENGKULU
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NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
30
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
APPLYING EDMODO IN
IMPROVING STUDENT
ACHIEVEMENT IN TEACHING
ENGLISH AS FOREIGN
LANGUAGE FOR ELEVENTH
GRADER IN MAN 1 AMBON
ROHIB ADRIANTO
SANGIA, SS, M.PD
MAN 1 AMBON
31
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
IMPLEMENTATION OF
TECHNO-SCIENTIFIC INQUIRY
IN ESSAY WRITING CLASSES
SAMSUL ARIFIN,
S.PD., M.PD.
IKIP PGRI MADIUN
32
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
THE USE OF LINE
APPLICATION WITH
COLLABORATION METHOD
IN CHAINED WRITING TO
IMPROVE SKILL IN WRITING
PANTUN AND
SYAIR IN SMA CENDANA
PEKANBARU
SITTI SYATHARIAH,
DRA.
SMA CENDANA
PEKANBARU RIAU
33
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
COLLABORATION PEPISONG
MEDIA AND MODEL NHT
INTERACTIVE TO IMPROVE
ACTIVITIES STUDENT
LEARNING AND RESULTS OF
LEARNING IN WORLD WAR II
CLASS IX SMP STATE SATAP
APADO
SOPIAN POBELA, S.PD SMP NEGERI SATAP
APADO
34
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
IMPELEMENTING PADLET
AND LINO APPLICATION TO
IMPROVE WRITING ABILITY IN
ENGLISH FOR NON ENGLISH
DEPARTMENT STUDENTS
SRI LESTARI,S.PD.,M.
PD
35
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
EFFECTIVENESS OF DIGITAL
TRAINING CLASS
PLATFORM IN NETWORK
USING CISCO WEBEX
UMI TIRA LESTARI
36
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
QUALITY IMPROVEMENT
EFFORTS OF STUDENTS WITH
LEARNING METHOD FLIPPED
CLASSROOM THROUGH
THE USING OF E-LEARNING
PLATFORM KELASE COURSE
IN COMMUNICATION DATA
VERONIKA ASRI
TANDIRERUNG, S.PD.,
M.PD
FAKULTAS TEKNIK
UNIVERSITAS NEGERI
MAKASSAR
37
CLASS ACTION
RESEARCH UTILIZATION
OF ICT IN LEARNING, AND
UTILIZATION OF ISPRING
QUIZMAKER IN SELF-STUDY
FOR IMPROVING LEARNING
OUTCOMES
WALAN YUDIANI,S.
PD.,MT.
SMK KAMPUNG JAWA
JAKARTA
38
RESEARCH ON
DEVELOPMENT OF
SOFTWARE/HARDWARE
OPEN DISTANCE
LEARNING
UTILIZATION OF APPLICATION
PROGRAM IN SUPPORTING
EVALUATION OF ENGLISH
PERFORMANCE
ADITYO, S.S., M.A.
UNIVERSITAS
MUHAMMADIYAH
MALANG
IKIP PGRI MADIUN
Annual Report 2017
Annual Report 2017.indd 17
17
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NO.
RESEARCH TOPIC
RESEARCH TITLE
RESEARCHER
INSTITUTION
39
RESEARCH ON
DEVELOPMENT OF
SOFTWARE/HARDWARE
OPEN DISTANCE
LEARNING
DEVELOPMENT OF
STATISTICS MATERIALS
BASED INFORMATION
AND COMMUNICATION
TECHNOLOGY (ICT) IN
DISTANCE EDUCATION BINA
NUSANTARA UNIVERSITY
ANITA RAHAYU
UNIVERSITAS BINA
NUSANTARA
40
RESEARCH ON
DEVELOPMENT OF
SOFTWARE/HARDWARE
OPEN DISTANCE
LEARNING
DEVELOPMENT OF
MONOGRAPH WITH
3 DIMENSIONAL (3D)
ILLUSTRATION BASED ON
AUGMENTED REALITY AS A
SUPPLEMENT OF ALDEHYDE
AND KETONES MATERIALS ON
CHEMISTRY LEARNING
DRS. JASLIN IKHSAN,
M.APP.SC., PH.D.
UNIVERSITAS NEGERI
YOGYAKARTA
18
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2
OPEN AND DISTANCE
LEARNING MODEL
A. Background
The Open and Distance Learning (ODL) has been the huge educational innovation of the 21th century.
Open and Distance Learning has shown its capability to meet a wide variety of learning needs and for
all kinds of learners in many countries. The irst concept as a correspondence education, an alternative
mode of education which is accommodative to students’ physical and geographical constraints, open
and distance learning has develop into its 5th generation, the open and distance learning which is based
on information and communication technology (ICT).
Indonesia is an archipelago country with over that 270 millions of population spread out all over 17,000
islands will ind it quite challenging to realize the idea of enriching the life of the nation as well as to practice
the 21st century learning concept. The obstacles arise from the geographic contours, the unsatisfactory
statistical data about technology and internet literacy, to the insuicient ICT facilities provided by the
Ministry of Education and Culture of the Republic of Indonesia. The advancement of ICT can now ofer
efective and eicient learning supports at all levels of education and in all ields of knowledge, especially
in open and distance learning. Multimedia tools can provide stimulating interactive application for learning
at home, in school, and in workplace.
The SEAMEO Regional Open Learning Center (SEAMOLEC), as a SEAMEO Regional center for open and
distance learning in the Southeast Asia, pays a great attention to this advancement. Distance education
or Distance learning programs are the solution to many problems regarding access to regular education
services. The greatest appeal of distance learning is that one can study without having to leave home or a
job to gain higher education. These programs made it possible for students to complete their education
without having to sacriice their working time.
ODL has also been supported by the legal system in Indonesia. ODL has been considered one of the
national education systems by the National Education Law (20/2003). It is furthered supported by Minister
of Education and Culture (MoEC) of Indonesia has created MoEC Regulation no. 72 year 2013, in Chapter II,
article no. 2 about Purpose and Scope of Execution. Completing Regulation no. 72, MoEC issued Regulation
no. 119 year 2014, which provides guideline on how to run ODL in primary and secondary education.
West Java province is the lowest number two after Papua for least participation number in secondary
education participation. This issue has risen up to be overcome immediately. Therefore, in 2017,
SEAMOLEC is assisting West Java province in developing Secondary Education implementation via open
and distance learning mode.
B. General Design of Distance Learning for Secondary Education Program
The distance learning program has been designed hybrid or blended mode of ICT-based ODL. In this
case, the proportion of ICT component is ranging from 30-79%, while allowing 30% of delivery to be faceto-face. The hybrid mode, as following program:
a. Allowing students to study without leaving their work (economic, geographic, inancial reason as
well as scarcity of students).
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This program is designed for in-service workers age between 16-21 years old. It is a distance
education to allow students to join the program without having to leave their work (economic,
geographic, inancial reason as well as scarcity of students). The admission process is conducted
once a year, similar with regular class in secondary school.
The program has been designed to have a face to face and independent study component in the
learning process. The face to face tutorial can help students learn the learning materials better,
and tutorial session also is an efective way to interact with tutors and their peers. Meanwhile,
independent study will be facilitated through Learning Management System (LMS). The LMS will
provide learning resources (printed materials, audiovisual, tutors, and their own fellow students).
b. Conducting its interactive learning in a hybrid mode, i.e., face-to-face tutorial (synchronous), faceto-face online tutorial (LMS) (asynchronous), face-to-face video conference tutorials (synchronous).
The communication between students and tutors, at this stage of development is carried through
emails, mobile communication application, etc.
c.
Delivers its learning materials via three types of blended, i.e., face-to-face, video conference, and
web-based.
In the face-to-face based, the face-to-face component becomes the main delivery mode. This
type of delivery is implemented during the practice and practicum session assisted and facilitated
by tutors.
In the web-based, the web-based course becomes the main delivery mode, and enhanced as well
as blended with face-to-face and videoconference component. This type of delivery is implemented
during the independent study period.
In the videoconference based, the purpose is mainly for coordination among teachers and tutors,
and for discussion of learning problems that students might found during independent learning.
This delivery system could also be explored to be instructional medium for instructional activities
of the program.
d. Using various forms of learning resources. The web-based learning resources are also made
available for the students and institutions. The web-based courses for this program, at present,
are still under development. Learning object materials have been prepared, and the interface with
the learning management system will soon follow. URL linkages for each course and or even each
topic within a course are also identiied and provided, so that students can explore the plenty of
learning resources available in the Web.
C. Activities
a. Guideline Development for Distance Learning for Secondary Education Program
The Guidelines for Distance Education have been developed by SEAMOLEC to assist institutions during
planning, development, and implement distance education. The purpose of guidelines is to provide a
source of assistance and guidance to education institutions in developing their own quality assurance
systems, as well as to contribute to a common frame of reference, which can be used by the institutions.
The guidelines that have been developed and under developing as follows:
20
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• Guideline of Distance Learning Implementation;
• Guideline of Tutorial;
• Guideline of Field Practice Enhancement;
• Guideline of Partnership;
• Guideline of Learning Management System
for Administrator Teacher/Tutor;
• Guideline of Retention of Prior Learning and
Skill Passport;
• Guideline of Video Conference;
• Guideline of Student;
• Guideline of Digital Learning Development;
• Guideline of Practice/Practicum.
Coordination meeting via video conference with Education Ofice of West Java Province
b. Curriculum adjustment and Program Development for Distance Learning in Secondary Education
Program
The curriculum is an important role in educational process; teachers/tutors/stakeholders should have
a comprehensive understanding and skills in curriculum development. In this program, the applied
curriculum is the same curriculum that applied in regular class.
To align and adjust the applied curriculum with distance learning system several activities has been
conducted to obtain a curriculum composition that its delivery system. In order to have a “good” curriculum,
a procedure should be conducted. This procedure consists of ive steps as follows:
•
Need analysis;
•
Identifying competencies;
•
Designing learning experiences;
•
Developing and organizing learning materials;
•
Selecting assessment and evaluation.
The following the steps above, the existing curriculum and based on its implementation in regular class,
teachers are expected to transform and make adjustment to develop “Distance Learning Planning” as
their framework to conduct the distance learning class and to develop instructional material for distance
learning students. The workshop has been conducted on May 2-4, 2017 participated by 200 teachers from
Vocational and High School in West Java, Indonesia. The continuing program is assistance session using
online delivery to strengthen participants’ understanding of distance learning especially in competency
mapping and instructional materials development.
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Workshop on Competency Mapping and Delivery Sistem for Distance Learning
D. Upcoming Activities
a. Instructional Materials Development
Instructional Materials ofering greatly impact the success of a distance learning program. It is through
providing high quality instructional material that meet the academic needs of our students and enhance
the quality of our distance learning program that we will grow our program and see students successfully
complete their educational goals. In order to provide instructional material for distance learning students,
workshop on instructional material development for distance learning conducted in the near future. The
workshop will be covering on:
•
Developing content outline based on “Distance Learning Planning”;
•
Developing video script based on content outline;
•
Developing a simple presentation video as one of learning resources for students using Screen
cast O’Matic (SOM) platform.
b. Teacher Development and Training
Teacher training addresses instructional methodologies, assessment methods, administrative procedures
used in the distance learning environment, accessibility and other compliance matters, student preparation
and orientation, interactive communication methodologies, resources and support services available for
students.
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3
TRAININGS AND OTHER
LEARNING EVENTS
3.1. Regular Training Programs and Workshop
The Open and Distance Learning (ODL) system difers in many respects from the conventional, face-toface, classroom bound educational practices. Experiences in managing conventional education may not
automatically relect the ability to plan, develop, and implement ODL. Therefore enhancing the skills as
well as knowledge of human resources aiming to be embarking in open and distance learning is inevitably
a major efort. Based on its mission, SEAMOLEC ofers training services, face-to-face and online training
to assist SEAMEO member countries in initiating as well as implementing ODL as a strategic solution to
their educational problems.
SEAMOLEC training programs were carried out based on the principles of collaboration, accountability,
responsiveness, relevance, efectiveness and eiciency. Within the Centers, collaboration has been
articulated into knowledge-based working team across divisions. Such as a