Objectives: The purpose of this descriptive study was to understand the instructional methods, quality, and challenges in online instruction as industrial engineering instructors in Indonesia transitioned from face-to-face to fully online instruction during the COVID-19 pandemic. Methods: Instructors were invited to complete a survey that requested perceptions on methods, perceived quality, and challenges regarding course delivery and assessment in their online classrooms. Results: Despite the fact that more than half of the participants (59%) had some training, the majority (63%) reported that they had no experience in conducting online classrooms. Furthermore, more than 50% of the participants described the quality of the course delivery and assessment as the same or inferior to traditional classrooms. Most participants reported having an issue with measuring student involvement or gaining class interaction. Regarding the course assessment, the vast majority of the participants reported concerns about integrity issues associated with assignments and exams. Implications for Practice and Conclusion: Since instructors reported intention to continue online instruction post-pandemic, industrial engineering programs can begin strengthening the online learning infrastructure and providing some training to the instructors to minimize the discrepancies between face-to-face and online instruction.

Penelitian yang berkembang menunjukkan bahwa keterlibatan orang tua (PI) adalah kunci keberhasilan siswa[1], namun studi tentang keterlibatan orang tua di Indonesia khususnya untuk pesantren masih kurang[2]. Terlepas dari peran penting orang tua dalam mendukung pendidikan santri, pondok pesantren menawarkan suasana pendidikan di mana orang tua tinggal jauh dari anaknya. Ada beberapa perbedaan pemahaman tentang apakah orang tua memainkan peran penting dalam pendidikan di pesantren. Penelitian ini mengkaji bagaimana orang tua mendefinisikan orang tua dan keterlibatan orang tua pada sebuah pesantren di Indonesia. Melalui wawancara dan observasi, penelitian ini menemukan beberapa definisi orang tua dalam konteks pesantren. Orang tua didefinisikan tidak hanya sebagai orang tua biologis seperti yang didefinisikan secara tradisional; studi ini menemukan bahwa orang tua juga didefinisikan sebagai guru yang melahirkan ilmu dan kerabat dekat. Selain itu, keterlibatan orang tua di pesantren juga terbilang unik dan di luar kerangka PI yang banyak digunakan di dunia barat seperti kerangka PI oleh Epstein[3]. Nilai-nilai keislaman mewarnai bagaimana orang tua dan keterlibatan orang tua didefinisikan dalam konteks pendidikan di pondok pesantren. Penelitian ini memberikan sumbangsi pemahaman yang lebih dalam tentang keterlibatan orang tua dan orang tua dalam konteks pesantren.

The enactment of Ministerial Decree of the Minister of Education, Culture, Research and Technology, the Republic of Indonesia Number 56/ M/ 2022 on the Guidance of Curriculum Implementation for Learning Recovery in early 2022 has marked the implementation of a new curriculum, namely ‘Kurikulum Merdeka’ or Freedom Curriculum in Indonesian educational system. The new curriculum brings certain novelties as compared to the previous (Curriculum 2013), for instance focusing on essential contents, providing freedom to students, teachers, and school in the implementation, and employing relevant and interactive activities in learning through project works. To successfully implement Kurikulum Merdeka, the curriculum users, particularly teachers, have to gain solid understanding about the curriculum. Hence, working with Dunia Akademisi, Bina Nusantara (Binus) University organized a workshop on Kurikulum Merdeka targeting teachers and teacher students throughout Indonesia. The workshop focused on discussing theories from which the curriculum had been developed and ways to use it in the classroom. The event was carried out online by using Zoom and YouTube and attended by 300 and over 2.000 participants in each respective platform. By their participation in the workshop, they were expected to have better understanding and readiness to implement the curriculum in their schools as well as classrooms. In overall, the participants were satisfied with the overall organization of the event and the speakers, found the event fulfilling their expectation, and gained useful lesson from the event. Certain recommendations were yielded, which are increasing Zoom capacity, carrying out better preparation, and making the event into a series instead.

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