ICT platforms for Indonesian EFL students viewed from gender during the COVID-19 pandemic

The aims of this study are to find out (1) ICT (Information and Communications Technology) platform used by male and female students from Islamic universities in Indonesia, (2) their perception of using ICT, and (3) their barriers to using ICT in English language learning during the COVID-19 pandemic. The data was collected from an online questionnaire (Google Form) from students majoring in English from seven Islamic universities in Indonesia. There were 30 male students and 30 female students from every university who participated in this research, making a total of 210 student respondents. The data were analyzed quantitatively by using the SPSS computer program. First of all, female students used more various types of ICT platforms compared to male students. Second, the female students viewed ICT use more positively than male students in language learning. And lastly, even though the females deemed ICT more optimistically compared to male students, nevertheless the females encountered more barriers in using the ICT platforms compared to the male students in this study. Again, even though male students were more skillful in ICT literacy than female students, female students constructively regarded ICT use in language learning as more beneficial to them in terms of skill, knowledge, and motivational improvement.

Secondary School Science Teacher Response to Minimum Competency Assessment: Challenges and Opportunities

Teachers have an essential role in preparing students for Minimum Competency Assessment (MCA) or Asesmen Kompetensi Minimum (AKM). It takes preparation, readiness, and a good teacher's perception of the AKM so that the implementation of this program goes well. This study aims to analyze teachers' perceptions in secondary schools related to the opportunities and challenges of implementing AKM. A total of 66 secondary school science teachers participated as respondents in this study. Respondents in this study were randomly selected based on their willingness to fill out a given survey. The data collection instruments were six open-ended questions. This instrument is distributed online using Google Forms. The data obtained were then analyzed qualitatively and quantitatively. The results of this study reveal that the majority of science teachers have the perception that AKM policy is appropriate and suitable for implementation. However, the availability of supporting facilities and ICT literacy of students and teachers is considered a challenge that must be met. On the other hand, AKM and National Assessment (NA) are considered opportunities to improve the quality of education both nationally and locally in schools. This research is expected to reference the perception of science teachers about the challenges and opportunities for implementing AKM policies in junior high schools

E-STEM project-based learning in teaching science to increase ICT literacy and problem solving

<span>The aim of the research was to determine the effectivity of implementation of </span><span lang="IN">e-learning</span><span> science, technology, engineering, and mathematics (E-STEM) project-based learning model in teaching science to improve information, communication, and technology (ICT) literacy and problem solving. The study adopted quasi-experimental non-equivalent control group design. E-STEM project-based learning model was applied in experimental classroom, while the control classroom applied conventional teaching. The sample was 46 students who was selected using cluster sampling method. They were in grade VIII academic year 2020/2021 which representing the population students of Junior High School 8, in Aceh Besar, Indonesia. The data were collected using test instrument and questionnaires. Validity verification of instrument measured based on Aiken index, while instrument reliability was determined based on Cronbach’s alpha coefficient. The data were analyzed using Manova and descriptive quantitative. The result of the study showed that there is meaningful difference of ICT literacy and problem solving mean score based on the difference of both teaching approach. It is concluded that the implementation of E-STEM project-based learning model and problem solving in teaching science has significant impact in increasing ICT literacy and problem solving.</span>

Factors Affecting Intentions and Behavior of Plagiarism Among Students in Jambi University: Testing the Data Quality for Validity and Reliability

This study aims to identify the factors that influence students' intention to plagiarize or plagiarize. To model plagiarism intention and behavior among college students, this proposed research refers to Theory Planned Behavior (TPB) by incorporating new variables of moral obligation and past behavior and using ICT literacy as part of perceived behavioral control. With a sample of 511 FKIP UNJA students, this study used a research methodology and model parameter estimation supported by Structural Equation Modeling (SEM). Testing the validity and reliability with the PLS Algorithm stages produces path coefficients (PLS-Algorithm). Based on the output coefficient path indicator which has a loading factor coefficient below 0.708 is dropped from the research model. After dropping indicators that do not match the criteria (<0.708), all items have reached a reliable point. Construct reliability was calculated using Cronbach Alpha and Composite reliability (CR) yielded greater than (>0.7) and AVE exceeded the acceptable value (>0.5) and thus the questionnaire items fulfilled and ensured the reliability of the instrument. The results of the construct reliability check based on discriminant validity can be done by looking at the AVE value to show the size of the indicator variance contained by the construct. Discriminant validity criteria refer to where the AVE value limit is 0.5. The results show that all AVE values for are (>0.5). In addition, the value of the square root of the AVE indicates a high discriminant validity value and can be accepted because the AVE square root value of all variable constructs is above the correlation value between the other construct values.

Higher Education Institutions (HEIs) in Africa Embracing the “New Normal” for Knowledge Production and Innovation: Barriers, Realities, and Possibilities

If Africa is to remain relevant and competitive in today’s knowledge-based economy, it has to rely on higher education institutions (HEIs) as centers of excellence for knowledge production. HEIs nurture and sustain the production of highly-skilled individuals to support Africa’s growing economies. Among all possible ways, this could be achievable through strategic curricula innovation driven by emerging mobile technologies. Consequently, Africa’s HEIs need to embrace the ‘New Normal’ by optimizing online teaching and learning in their pursuit to expand information and communications technology (ICT) literacy as a means to increase students’ opportunities in higher education (HE). However, Africa’s ability to embrace the ‘New Normal’ has been marred by inadequate ICT infrastructures, low connectivity, unreliable power supply, and national budget constraints that may undermine Africa’s HEIs’ potential to augment knowledge production and innovation.

Quality Management Concerning Use of ICT in Higher Education Language Learning Environments: A Case Study in Turkey

Globalization and technology have changed educational settings, and information and communication technology (ICT) literacy has become inevitable in this new era of teaching and learning. ICT is believed to help to transfer educational environments into learner-centered ones and to enhance the quality of teaching learning and management in education. Over the last fifteen years, Turkish education system has been undergoing some reforms both in schools and universities, trying to equip education settings with at least a projector, a computer and Internet access. The survey presented in this article examines language teachers’ beliefs and attitudes towards ICT in teaching English at a state university. It aims to better understand the challenges teachers face in integrating ICT in teaching and learning and thus to search for the answer to the question ‘What are the main components of quality management in ICT use in higher education language learning settings?’. A semi-structured interview and focus group discussions were used to collect data. Twenty-eight teachers participated in the survey and the results showed that the majority of the participants had positive attitudes towards the integration of ICT in language learning environments; yet some of the teachers found the practice not that easy concerning finding the most suitable materials while preparing and delivering lessons. They also stated that their lack of classroom management skills, bad student behavior hindering learning and students’ lack of using ICT made the integration of ICT into education settings quite challenging and added that the lessons were quite short to implement ICT strategies appropriately. Another noteworthy result was that the majority of the teachers’ understanding of effective use of ICT in class seemed rather limited and unproductive. Therefore, the teachers were looking for support from the management to provide them with the required equipment and technical support when necessary. They also needed exchange of experience in learning of ICT skills in language teaching, which all showing that quality management in ICT use needs developing. Concerning all these, the researcher suggests ideas to improve the quality management in ICT use in language learning in higher education institutions.

The Application of Mix Delphi-AHP Method in Identification and Prioritization Competencies Needed by National Tax Collector

This study aimed to identify and prioritize competencies needed by the national tax collector. This study was conducted in two regional offices of the Directorate General of Taxes that consists of sixteen tax offices. Fourteen former national tax collector’s top performers from the 2017 to 2020 periods participated as the expert panel in two online Delphi surveys on different rating scales (five-point and nine-point) to clarify the list of competencies identified by the researcher from literature reviews and documentation studies. The Delphi panel reached a consensus for sixteen competencies in both surveys representing three categories: managerial, technical, and sociocultural competencies. The Analytic Hierarchy Process (AHP) was used to analyze the priority of competencies. Forty-six respondents, which consists of the National Tax Collector and the Head of the Audit, Appraisal, and Tax Collector Section, were participated in the AHP survey. The result shows that technical competency was the top priority among the category of competencies followed by sociocultural and managerial competencies. Based on the overall scores, the competencies' priority rankings from the top to the lowest, respectively, are sociocultural adaptation, soft collection, adhesive and unifying the nation, hard collection, tax knowledge, identification and profiling of tax bearer, integrity, compliance risk management, ICT literacy, communication, result orientation, decision-making, teamwork, public service, managing change, and developing self and others. Keywords: Competency, Delphi, Analytic Hierarchy Process, Tax Collector.

ICT AND INNOVATION ENABLED BUSINESS PERFORMANCE: THE EFFECT OF COVID 19

Information communication technology has provided a transformative impetus for how an individual lives, interacts and works. COVID-19 has pushed the cessation of social and economic activities that led Information and Communication Technologies (ICT) as significant tool for business can communicate, store, and manage the necessary information. However not all businesses have the aptitude to change and adopt the necessary ICT to survive such a dynamic market. Therefore, this study aims to examine the influence of ICT, innovation, and corporate entrepreneurship on business performance. This is a quantitative study using a non-probability purposive sampling design. The study includes 204 respondents who are business owners currently using ICT to run their businesses. The data was obtained through online questionnaires and all the data processed and analyzed using SPSS and AMOS. The results show a direct and indirect relationship between ICT and innovation towards business performance, with corporate entrepreneurship as a significant meditating variable. The study brings further empirical proof that ICT literacy needs to paired with innovation and entrepreneurial movement of business that could improve performance.

ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

This study examined the incremental validity of different information and communication technologies (ICT)-related person characteristics over and above intelligence and and prior achievement when predicting ICT literacy across a period of three years. Relative weights analyses were performed to determine the relative contribution of each predictor towards explaining variance in ICT literacy. We used data from German NEPS that tracks representative samples of German students across their school careers. The sample consisted of 14,436 fifteen-year-old German students who provided self-reports on several ICT-related variables: self-confidence, usage motives, breadth of usage, access, experience, usage at home and at school. Data were analyzed cross-sectionally and longitudinally with structural equation models and path analyses, respectively. Cross-sectionally, all ICT-related variables incrementally predicted ICT literacy after controlling for intelligenc (explained variance: 0.4%–14.1%). Longitudinally, ICT self-confidence, ICT-related usage motives, breadth of ICT usage, ICT usage at school, and ICT experience incrementally predict ICT literacy after controlling for intelligence and prior achievement.three years later (explained variance: 0.3%–8.1%). Relative weights providing estimates of relative importance of each predictor showed that intelligence (cross-sectional) and prior achievement and intelligence, respectively (longitudinal) explained the largest portion of variance in ICT literacy, followed by ICT self-confidence, and ICT usage motives as the strongest ICT-related variables. These results emphasize that ICT-related motivational constructs play an important role in the development of ICT literacy.