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This paper explores the spatial heterogeneity in the human capital potential of Indonesia's next generation by constructing and analyzing sub-national human capital indices (HCI) for 34 provinces and 514 districts in Indonesia. The paper identifies data and methodological constraints in the construction of these sub-national indices and proposes and implements strategies to overcome these challenges. Several interesting findings emerge from the analysis. First, Indonesian's young generation can only achieve 53% of their future productivity relative to the full benchmark of health and education. Second, the variation in aggregate human capital potential across space in Indonesia is staggering: some parts of country are almost at par with countries like Vietnam and China while others have human capital levels that are comparable to Chad, Niger, and Sierra Leone. Third, differences in learning outcomes as measured by harmonized test scores account for the largest share of the variation in human capital across Indonesia, suggesting that the challenge of providing quality education remains one of the most important obstacles to equalizing opportunities for the next generation of Indonesians. And fourth, the correlation between government spending and performance on HCI at the district level appears rather weak, reinforcing conclusions reached by other recent studies that have highlighted the importance of focusing on the quality of spending. Finally, this paper also shows that Indonesia's human capital registered a modest improvement from 0.50 in 2013 to 0.53 in 2018 with stronger progress observed among the already top performing provinces. [ABSTRACT FROM AUTHOR]

This paper analyzes the Indonesian Family Life Survey to estimate the relationship between height and happiness in a developing country, Indonesia. This paper finds that tall men and women are happier than their short counterparts and that the magnitude of the relationship is large. More important, a parsimonious set of channels is identified to substantially explain the relationship between height and happiness: education and earnings for men, and education and relative position of earnings for women. However, for men but not for women, height still exhibits a non-negligible relationship with happiness even after controlling for an extensive array of covariates. [ABSTRACT FROM AUTHOR]

This paper investigates the role of human capital on economic growth in both a quantitative context as well as a qualitative one. The empirical assessment focuses on a subnational Indonesian dataset with wide spatial diversity by using two different approaches: (1) production function estimates using panel data and (2) conditional convergence equation estimates of cross-sectional observations, with national examination results used as a proxy of education quality. The study's results suggest that human capital is a main driver for economic growth. This conclusion explains major variations in medium-term economic growth across subnational units and also underscores the importance of investing in human capital. The empirical estimates indicate the followings: (1) elasticity of human capital to economic growth varies across regions, which may be related to the share of the manufacturing sector, and (2) quantitative measures of human capital (e.g., years of schooling) are important for economic growth. However, cognitive skills are a more significant factor because they are derived from the quality of human capital investment. Therefore, while we suggest that school enrollment is important, high-quality educational infrastructure and a curriculum that focuses on enhancing cognitive skills are key to ensuring higher economic growth. [ABSTRACT FROM AUTHOR]

Early intervention programs are generally considered the most efficient and beneficial approach to providing support to struggling beginning readers. This paper discusses the theoretical background, development, and design of, as well as the first results obtained with, GraphoGame for Standard Indonesian, a technology-enhanced learning environment that trains the basic skills of reading by high but playful exposure to grapheme-phoneme coupling. The results of the pilot study assessing the usability of the program in 69 first-graders show that the more the students with low pre-test phonological skills were exposed to the game, the better their post-test performance on reading and decoding fluency became. Although large-scale, randomized controlled studies are needed to confirm the effectiveness of GraphoGame SI, these promising first results may offer a stepping stone for the development of additional language versions and future systematic comparisons of the method’s results in different languages and populations. [ABSTRACT FROM AUTHOR]

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The notion of poverty as an experience of multiple deprivation has been widely acknowledged. In Indonesia, however, poverty assessment has almost exclusively been conducted within the monetary space; even when multidimensionality is admitted, it has always been computed using variants of marginal method that are indifferent to joint deprivation. Applying a novel measurement method that is sensitive to both the incidence and the intensity of multiple deprivation to data from the National Socio-economic Survey (Susenas), this paper investigates the extent and the patterns of multidimensional poverty in Indonesia from 2003 to 2013 ( $$N=7{,}148{,}964$$ ). An Indonesian version of the multidimensional poverty index is constructed by augmenting the existing consumption poverty measure with information on health and education. Results suggest that there was an unambiguous poverty reduction over the last decade at both national and sub-national levels. The data also reveal that progress has been inclusive across population subgroups, although spatial variation remains notable. The new poverty measurement method proves to be easily adaptable to the Indonesian context and could complement the methods currently employed by the Indonesian Statistical Bureau. [ABSTRACT FROM AUTHOR]

The present paper fills a void in the literature by focusing on curriculum policy processes in schools that are both remote and international. It is based on an analysis of the complex interrelationships between international and remote education; between 'the global' and 'the local'. It maps the dynamics of curriculum policy processes in three remote international schools in Indonesia and their journey in adopting the International Baccalaureate Primary Years Program (IBPYP). Whilst the study reported was primarily focused on how teachers made meaning of the IBPYP and the micro-politics involved, the significance of accelerating globalization required an examination of accompanying national, regional and global influences embedded in the complex curriculum policy processes. The concept of a 'policy trajectory' provided a framework for the research. After analysis of findings, a model was constructed to capture the dynamics of curriculum policy processes along the entire trajectory from global to local levels. [ABSTRACT FROM AUTHOR]

In this paper, we lay the initial groundwork for anticipating Indonesia’s future burden of disease by developing a demographic model of population health. We develop this model within the analytic framework of a Markov-based multistate life table model to calculate an important indicator of the burden of disease, the expected years of active life of elderly Indonesians. The magnitude of the gap points to the potential consequences of improvements in the nation’s educational level for the future burden of disease. The results show that having some education increases life expectancy but it also expands the expected years with a major functional problem. Overall educational attainment levels, however, are very low, indicating that Indonesia’s elderly are at the leading edge of improvements in the nation’s social capacity for health. The life tables suggest that at the early stages of development, longer life is accompanied by an expansion of morbidity. [ABSTRACT FROM AUTHOR]

Education is essential for developing labor in Indonesia. One type of formal education is madrasah education that has been historically significant in Indonesia which adds depth in Islamic subjects in addition to basic subjects. These graduates may become important as the Sharia industry continues to boom in Indonesia. However, madrasah education has shown weak labor market performances compared to general education, in terms of wages and unemployment. This may stem from a weak learning process in madrasahs which is against the 4th Sustainable Development Goals (SDGs) about equitable education. With limited studies on madrasah education performance in the labor market, using 2014 Indonesia Family Life Survey, we find: (1) madrasah education choice is influenced by parent's education and appeals to low-income families, (2) madrasah graduates have lower probability of working compared to general education graduates, (3) return of madrasah education is lower compared to general education. Therefore, policies should improve madrasah education through improvement of teachers and institution quality, support and funding for private madrasahs, and supporting Madrasah Kejuruan. [ABSTRACT FROM AUTHOR]

This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian secondary school teachers' interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students' and teachers' perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance-Submission) and Proximity (Cooperation -Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7-9) from 12 public lower secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students' and teachers' average ratings on Influence were similar, while teacher's ratings of Proximity were higher than those of students. [ABSTRACT FROM AUTHOR]

This article focuses on the effect of the Covid-19 crisis on education systems in Indonesia. It describes and illuminates various curricular responses, from nation-based actions to policies by the office of the Ministry of Education and Culture of the Republic of Indonesia. The article asks: How does the Covid-19 crisis affect education systems, activities, policies, and practices in the Indonesia archipelago? How has the central government responded to the Covid-19 crisis within educational institutions? What do these institutions' curricular responses look like? What are some of the guiding curricular principles of schooling, teaching, and learning emerging and circulating during the Covid-19 crisis and within educational institutions' efforts to revive educational life, possibilities, and continuance? It is hoped that this article on the case of Indonesia will promote and contribute to new sharing of the global understanding of curriculum responsiveness, teaching, learning, policy, and practice during the current Covid-19 crisis. [ABSTRACT FROM AUTHOR]

Educators have increasingly adopted formalized approaches for teaching literacy skills in early childhood education. In line with an emergent critique of this approach, the present study investigated the design and effectiveness of a literacy intervention that blended Gagné’s nine events of instructional design with storytelling. Three classes in a public preschool in Indonesia participated in an experimental study involving 45 children, aged 5-6 years. Across 3 weeks, one experimental condition received storytelling activities and a second experimental condition received digital storytelling activities. The control condition received regular literacy classroom activities. Before, and after, the 3-week storytelling intervention, measures of literacy and digital literacy skills were administered to all groups. In the digital storytelling condition, children’s literacy skills increased significantly compared to children in the control condition. Other exploratory data analyses suggested that both types of storytelling activities enhanced digital literacy skills. The findings need to be replicated with an extended series of storytelling activities that involve larger groups of participants. [ABSTRACT FROM AUTHOR]

We study the extent to which the likelihood of specific types of migration in Indonesia varies by the situation in the labour market and family life course. We distinguish migration types according to origin and destination (Jakarta, other metropolitan areas, and non-metropolitan areas). For migration from Jakarta, we also distinguish migration to other metropolitan areas within commuting distance. As expected, we find that young adults are the most mobile category. As an exception, migration from Jakarta to nearby metro areas was just as likely for ages 30-54 as for ages 23-29. Our findings suggest that migration to Jakarta and other metropolitan areas, in particular, is most likely undertaken for better education or jobs. Married people are more likely than others to leave Jakarta for nearby metropolitan areas. [ABSTRACT FROM AUTHOR]

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was significantly below the average student performance in other Southeast Asian countries such as Thailand, Malaysia, and Singapore. This fact gave rise to this study which aims to investigate Indonesian students' difficulties in algebra. In order to do so, a literature study was carried out on students' difficulties in initial algebra. Next, an individual written test on algebra tasks was administered, followed by interviews. A sample of 51 grade VII Indonesian students worked the written test, and 37 of them were interviewed afterwards. Data analysis revealed that mathematization, i.e., the ability to translate back and forth between the world of the problem situation and the world of mathematics and to reorganize the mathematical system itself, constituted the most frequently observed difficulty in both the written test and the interview data. Other observed difficulties concerned understanding algebraic expressions, applying arithmetic operations in numerical and algebraic expressions, understanding the different meanings of the equal sign, and understanding variables. The consequences of these findings on both task design and further research in algebra education are discussed. [ABSTRACT FROM AUTHOR]

Improving school capacity building has become one of the major themes in research on educational effectiveness. This study investigates the implementation of the International Standard School (SBI) policy in Indonesia which can be seen as an example of the efforts of a particular country to improve school capacity building. Disappointingly little is understood about people's perception about educational activity, in this case, pertaining to international standard schools. Using the program coherence dimension of a capacity building framework, a qualitative study was conducted in a secondary school located in a small region in West Java, Indonesia, that is involved in the program. This study found that the interpretation of the SBI policy was changing, and that establishing international standard classrooms is the salient aspect of the implementation of the policy. This study revealed that becoming an SBI school has positive consequences with regard to the acknowledgment of its quality by the central government. One consequence is that the SBI School can collect from parents extra funds amounting to about ten times more than the school receives from the central government. The document analysis reveals the SBI School's major difficulty in fulfilling the 'international requirements' is the mastery of the English language by their teachers. [ABSTRACT FROM AUTHOR]

Existing research from Western countries has consistently shown that the learning environment is an important factor for academic motivation. Self-determination theory, which serves as a theoretical foundation of the present study, suggests that teachers' involvement is an important element of students' learning, regardless of the cultural context, because interpersonal involvement is a source for students to fulfil their needs for relatedness. However, we lack scientific evidence whether teachers' involvement is equally important for students in the non-Western context. In the present study, we examined the longitudinal link between teachers' involvement versus rejection and students' academic motivation among Indonesian secondary school students. Thirteen teachers teaching mathematics and English were videotaped 12 times across the school year. Afterwards, four videos of each teacher representing four different videotaped teaching occasions across the school year were selected randomly and included in the analysis. An existing coding protocol of teachers' involvement versus rejection was used. A total of 411 students (age 11-13 years old) filled in the questionnaire for motivational dimension across the school year as well. Multilevel growth curve modelling was applied. Consistent with findings in the Western context, we found that teachers' involvement is a significant predictor of autonomous motivation. However, we found that teachers' involvement is a significant predictor of controlled motivation as well. Similarities and differences in findings and implications are discussed. [ABSTRACT FROM AUTHOR]

In most developing countries, as the young population increase in number and consequently, the demands for higher education rise, the governments cannot respond to all demands. Accordingly, they develop private higher education sectors as an alternative solution. In developed countries, some moving factors are influential in creation and the increase of private institutions but there are scarce evidences and comparative results about developing countries. The current comparative study seeks to investigate and analyze the main factors of privatization in higher education of three developing countries: Indonesia, Malaysia, and Kenya. After a short outline of theoretical foundations, this study provides more in-depth explanations of the principal and common effective factors. [ABSTRACT FROM AUTHOR]

Consistent and robust associations between education and health have been found for older adults in developed countries, with effects generally being stronger for men than for women. Tests of the association in developing countries are still limited, existing results are inconsistent, and variations by gender have not been examined. Using two waves of data (1993 and 1997) from the Indonesian Family Life Survey, this analysis examines the association between education and functional transitions over a 4-year period and investigates gender differences in the association. A review of past evidence leads us to speculate that the association may be weaker among Indonesian elderly than among elderly in developed countries, particularly for women. This is because the elderly in Indonesia have substantially lower levels of education, lower returns on education from the labor market, and weaker linkages between education and factors that are considered to more directly influence health, including health-related behaviors and receipt of social support. Our results indicate that associations between education and functional transition depend upon gender and functional status at the beginning of the study period. Specifically, education is significantly associated with functional outcome for men who were functionally healthy at baseline, but not for women or those who were functionally limited. The conclusion speculates on the possible mechanisms behind these diverse findings. [ABSTRACT FROM AUTHOR]