Overcoming Challenges of Education Sector in Indonesia Through Positive Psychology

Muttaqin, Jamalul

doi:10.22146/buletinpsikologi.53038

Cited by 3 publications

(2 citation statements)

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“…Moreover, participant 2 said she could involve her students more if she was happy and all participants agreed that positive psychology influenced their teaching practices. Positive psychology is vital to Indonesian teachers' professional well-being, according to previous studies (Oxford, 2018;Muttaqin, 2021;Yong et al, 2020).…”

Section: Accomplishmentmentioning

confidence: 82%

Positive Psychology to Flourish Professional Well-being: A Qualitative Study of Indonesian English Teachers’ Perspective

Nadlifah

Setiawan

Munir

2023

jees

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A qualitative study has been conducted to explore and encourage Indonesian EFL teachers’ professional well-being using positive psychology. It used thematic analysis approach to scrutinize participants’ well-being and their perception of PP toward their teaching practices during the covid 19 outbreak. By having 4 participants, CATI (Computer Assisted-telephone Interview) was administered to do a semi structured interview since the mobilization was still low during the pandemic. The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses to flourish their professional well-being. The results highlight that some elements of PERMA such as accomplishments and meaningfulness are not obtained yet since the participants are still in the process of achieving their most significant goals in their teaching career. Nevertheless, the other three elements, namely, positive emotion, engagement and relationship depicted clearly that all of them are stronger predictors in fulfilling their professional well being. Moreover, the distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being. Thus, it is underlined that an EFL teacher’s professional well-being is not only acknowledged as a personal and subjective occurrence, but it is also influenced by collective and social phenomena in the EFL teacher’s teaching environment. Implications and profound understandings were discussed in this study.

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Section: Accomplishmentmentioning

confidence: 82%

Positive Psychology to Flourish Professional Well-being: A Qualitative Study of Indonesian English Teachers’ Perspective

Nadlifah

Setiawan

Munir

2023

jees

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“…From survey data obtained, it was reported that 87.6% of 1.026 participants were physically and verbally bullied at school. In addition, in 2018, the same organization conducted second research, and the report still revealed the same case with additional information that there were around 161 cases of violence associated with bullying at school (Muttaqin, 2021). The bad attitude of the student toward their friend such bullying was not only a problem that occurred in the school environment.…”

Section: Introductionmentioning

confidence: 94%

The Relevance of Positive Education Concept for Pesantren in Indonesia

Mawardi¹,

Ruhiyah

2022

Jurn. Pend. Islam

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Studies on positive education that integrates traditional education with happiness and well-being is increasing rapidly. Unlike previous studies that were conducted in context of the Western world, the study aims to examine the relevance of special positive education to the education system in Indonesia particularly at pesantren. The research uses a qualitative approach with a case study design examining the concept of positive education offered by Seligman and its relevance to the education system at pesantren. The results show that the positive education program was designed at pesantren to teach well-being and achievement. Its implementation consists of several stages: teaching, embedding, and living positive education. The education system at pesantren is carried out in a curriculum namely the academic curriculum and the hidden curriculum. The hidden curriculum becomes a medium for transformation of santri character, values, morals, resilience, and the meaning of life based on religious values. There is a relevance relationship between the education system offered in positive education and the education system applied at pesantren. Pesantren in fact have implemented the principles offered by positive education although they have not taught specifically in one material about well-being, happiness and resilience as programmed in the implementation of positive education.

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Merdeka Curriculum: Adaptation of Indonesian Education Policy in the Digital Era and Global Challenges

Saa

2024

RGSA

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Objective: This paper examines the Merdeka Curriculum as a response to Indonesian education policy challenges in the digital era and globalization. The policy aims to enhance the flexibility and quality of education through a more adaptive approach to student needs and technological advancements. Theoretical Framework: The study is grounded in public policy adaptation theory and 21st-century education theory, which emphasizes critical thinking, creativity, collaboration, and digital literacy. This framework helps understand how the Merdeka Curriculum is implemented within the Indonesian education context. Method: A qualitative approach is used in this study, employing a case study method in several schools in Indonesia. Data were collected through in-depth interviews, classroom observations, and policy document analysis. Participants included teachers, students, and education policymakers. Results and Conclusions: The findings indicate that the Merdeka Curriculum provides greater flexibility for teachers in designing learning programs tailored to students' needs. However, implementation in the field faces various challenges, such as lack of technological infrastructure and teacher training. In conclusion, while the Merdeka Curriculum has the potential to improve educational quality, stronger support in technology and training is necessary for its success. Research Implications: This study has significant implications for the development of education policy in Indonesia, especially in the digital era. The findings encourage policymakers to consider greater investments in educational technology and teacher training to ensure the success of the Merdeka Curriculum. Originality/Value: This paper offers an original contribution by linking the Merdeka Curriculum policy to the challenges and opportunities of the digital era, providing practical insights into the implementation of education policy in Indonesia. It also adds to the literature on education policy adaptation in developing countries.

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Overcoming Challenges of Education Sector in Indonesia Through Positive Psychology

Cited by 3 publications

References 30 publications

Positive Psychology to Flourish Professional Well-being: A Qualitative Study of Indonesian English Teachers’ Perspective

Positive Psychology to Flourish Professional Well-being: A Qualitative Study of Indonesian English Teachers’ Perspective

The Relevance of Positive Education Concept for Pesantren in Indonesia

Merdeka Curriculum: Adaptation of Indonesian Education Policy in the Digital Era and Global Challenges

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