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Amid various reactions and public responses to the uncertain situation and changes during the COVID-19 pandemic, some groups and individuals worldwide expressed denial attitudes and behavior, including in Indonesia. This paper aimed to explore denial attitude and behavior, particularly on social learning and observational learning theory. A qualitative survey method with open-ended questions was applied to gather data from 15 individuals who believed the COVID-19 pandemic was part of conspiracy theory and or does not exist. The results show a social learning process leads to the occurrence of attitudes and behaviors that deny the current existence of the COVID-19. Observational learning with a reference group strengthens individuals adapting and forming behavior similar to their reference group. Believing conspiracy theory and having negative perception and behavior towards medical workers are types and characteristics of attitude and behaviors in denying the COVID- 19 pandemic. The denial attitude and behavior can ultimately be concluded as a psychosocial response that emerged due to social learning and individual factors, including insufficient access to reliable information and conspiracy theories that were received massively from social media and broadcast message groups. These findings suggest that more attention needs to be given to social and individual factors as causes of the COVID-19 pandemic denial. [ABSTRACT FROM AUTHOR]

Recent research demonstrates a critical and ongoing need for capacity building of marine protected area (MPA) practitioners in order to ensure effective management of MPAs and MPA networks that protect coastal and marine ecosystems. MPA capacity development needs are site and network specific, although commonly include leadership development, building shared goals across networks, understanding impacts and identifying appropriate management approaches, and building system‐wide monitoring and evaluation programmes.Designing capacity‐building programmes at the network scale can contribute directly to enhancing learning and social networking, sustaining and strengthening effective management of ecosystems, and improving coordinated network governance. Network‐wide capacity building amplifies the effect and availability of technical resources and expertise, lessons learned at different management scales, and collaborative decision‐making. The net result is shared capacity development across the network and improved functioning of multiple MPAs as a unit, all from a singular capacity‐building effort.In the spirit of contributing to the ongoing growth of the global social network of MPA practitioners, this paper shares observations from social MPA network building as part of recent MPA capacity building in the Philippines and Indonesia. These programmes deliver technical capacity and a participatory learning framework for participants to enhance their MPA social network and support long‐term implementation of gained knowledge and skills.Important elements in supporting successful network development through capacity‐building programming include: comprehensive needs assessment;strong collaborative partnerships for programme delivery;clear learning objectives and intended long‐term results; andstrong and sustained political will at the local, national, and regional scales.Each MPA site, region, and capacity‐building programme is unique in structure and content, yet what all programmes have in common is that they build on the principles of trust and community building to create a locally relevant format and framework for the network to flourish. [ABSTRACT FROM AUTHOR]

Although many studies reported that student-created video task could promote learners' active learning and engagement, the investigation on how the students worked and created the videos is still scarce. The process of video creation in a micro-reality context of English language learning involves social practice and cognition (a socio-cognitive process) of the students. The student-created video is an output-based learning activity that reflects a meaning-making process upon the completion of the project. This paper sheds light on how the students worked on the project through such stages as preparing the materials, setting the scene, selecting the video recording tool and editing the video before the submission. Encapsulated from the videos and semi-structured interviews from 41 Polytechnic students in Indonesia, the approaches that students employed during the process of video creation were explored to arrive at a meaningmaking process of learning. As a result, the activity enabled the student active learning, vocabulary building, autonomous learning and self-confidence as well as the student's technological skill. In addition to that, the challenges encountered by the students during the video-making process will also be presented. [ABSTRACT FROM AUTHOR]

This paper examines the process for establishing a 'village agreement' using the Kalimantan Forests and Climate Partnership ( KFCP) as a case study. REDD+ is designed as a 'performance-based' mechanism and requires a contractual agreement between the parties involved. Since its implementation will affect the life of forest-dependent communities, it is vital that villagers have sufficient ability to negotiate their interests during the agreement process. This paper investigates the degree of 'social learning' essential for developing actors' capacity to negotiate rules and interests with outsiders involved in the agreement process (between KFCP and the seven villages involved) and how this meshes with notions of 'participation'. It found that while 'social learning' occurred as a result of the well-designed participatory process conducted by KFCP, villagers' ability to secure their interests was influenced by a learning experience accumulated from their previous engagement with several development/conservation projects. This finding contributes to literature by emphasising how historical context plays a significant role in the success of present learning and the efficacy or otherwise of a contractual agreement. Therefore historical aspects should be taken into account in site selection and the design of future REDD+ projects. [ABSTRACT FROM AUTHOR]

This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a ‘conventional way’, hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers’ professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede’s Cultural Dimension Review for Indonesia. Karya ilmiah ini mengangkat topik mengenai penggunaan penggunaan komunitas pembelajaran online untuk meningkatkan kemampuan professionalisme pendidik Indonesia di abad 21. Seorang pendidik di abad ini tidak hanya diharapkan bisa mengajar mata pelajaran tertentu saja, tetapi juga harus bisa memberikan bekal kepada generasi muda untuk memasuki era kehidupan yang lebih kompleks. Sayangnya, banyak pendidik yang tidak siap untuk menyesuaikan diri dengan tantangan jaman ini karena mereka sudah terbiasa dengan pola pikir yang lama yang dibentuk dari system pendidikan yang tradisional. Perubahan pola mengajar guru sebenarnya bisa dilakukan melalui pendidikan profesional guru, tetapi pada prakteknya pendidikan guru yang ada saat inipun masih mengikuti sistem yang tradisional. Beberapa riset yang yang terakhir menunjukkan bahwa konsep komunitas pembelajaran online (OLC) cukup menjanjikan sebagai sarana untuk mendukung proses pengembangan profesional guru masa sekarang. Dalam riset yang dilakukan oleh peneliti, konsep ini diujicobakan dengan para pendidik di Indonesia sejak tahun 2009. Dalam kajian ini, peneliti menggunakan teori Knowledge Building yang dikembangkan oleh Scardamalia dan Cultural Dimension dari Hofstede untuk meneliti proses pembelajaran bersama dan interaksi sosial yang terjadi di dalam komunitas pembelajaran online ini. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to provide a predictive model assessment on the effect of information sharing on fresh produce supply chain (FPSC) performance during the COVID-19 pandemic by incorporating information quality as an important part of information sharing, as well as cognitive and affective appraisals as part of a social learning process (mediators) into the model. Design/methodology/approach: An online survey was conducted on 197 small fresh produce (fruits and vegetables) retailers in Indonesia during the COVID-19 pandemic. The data were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM) particularly PLSpredict supported by SmartPLS 4 software. Findings: This research reveals that information sharing is positively and significantly associated with information quality and that the two constructs are not directly associated with FPSC performance. The path analysis suggests that the effect of information sharing on FPSC performance is fully mediated by cognitive and affective appraisals to the information-sharing activity. It also suggests that the effect of information quality on FPSC performance is fully mediated by affective rather than cognitive appraisal. This model shows a high predictive power and highlights the pivotal role of the learning process during the COVID-19 pandemic. Originality/value: This research is the first to employ a predictive model assessment in PLS-SEM to empirically predict the effect of information sharing on FPSC performance using a social learning perspective, particularly in the context of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

There is a dearth of studies exploring the construction of ideas on regionalism outside Europe. This article seeks to make a contribution to close this gap. It examines the construction of ideas on regionalism in Indonesia, the largest member country of the Association of Southeast Asian Nations ( ASEAN). Theoretically, the paper draws from Acharya's concept of 'constitutive localization' which it develops further. It offers an alternative explanation to studies which argue that as a result of mimetic behavior, social learning, and cost-benefit calculations, regional organizations across the world become increasingly similar. While this may be the case in terms of rhetoric and organizational structure, it is not necessarily the case at a normative level. The Indonesian case shows that even though foreign policy stakeholders have increasingly championed European ideas of regional integration after the Asian Financial Crisis of 1997/1998, they have skillfully amalgamated them with older local worldviews through framing, grafting, and pruning. European ideas of regional integration thereby served to modernize and relegitimize a foreign policy agenda which seeks to establish Indonesia as a regional leader with ambitions to play a major role in global politics. [ABSTRACT FROM AUTHOR]

This paper presents a set of principles and operational guidelines for research and development (R&D) to better address natural resource management problems distilled in a series of workshops with more than 150 experts and practitioners. The principles and guidelines, a number of which relate to scaling issues, are illustrated with case studies from Zimbabwe and Indonesia. The former included research on watershed management for improved small-scale irrigation, while the latter focused on work with communities that had confronted logging companies, partly because of the negative impact of logging on water quality. The principles are grouped as follows: (a) learning approaches; (b) systems approaches, and (c) organisational models. Eleven operational guidelines for implementing the approach are suggested, arranged in three clusters. (a) working together (b) establishing the institutional and organisational framework; and (c) improving the approaches to suit the task The elements and strategies for two of these cornerstones (collaborative partnerships and scaling-up and scaling-out) are illustrated to indicate the quality needed to achieve appropriate implementation of the R&D approach. [ABSTRACT FROM AUTHOR]

BACKGROUND AND OBJECTIVES: Community engagement is crucial to overcome environmental issues, including waste management. Several education-based initiatives have been employed to improve community engagement in waste management programs, but the effects were not satisfied in changing resident behavior for sustainable engagement. Some studies suggested social learning as the solution to improve community engagement through practice-based and dialogue-based learning activities. Nevertheless, it needed more empirical evidence to show the effect. This study aimed to measure the effect of social learning on improving individual waste management behavior and how social learning influence it. METHODS: Using SmartPLS 3.2.9, this study measured the causal relationship of social learning activities to individual affective and behavioral factors. This study involved 504 residents exposed to social learning activities in Kawasan Bebas Sampah/Zero Waste Area program in Bandung City, Indonesia as the respondents to gather the data using survey method. FINDINGS: The study found that social learning activities have significantly influenced waste management behavior indirectly through Affective factors. The data showed that Dialogue-based learning has no significant effect on Affective factors for all significance levels (ß = -0.0862, P > 0.01). Instead, path model analysis indicated the mediating effect of Practice-based learning for Dialogue-based learning and Affective Factors, with the accuracy model at a moderate level (R2 = 42%; Q2 = 0.2258). Meanwhile, supporting facilities influenced both Practice-based learning (ß = 0.3116, P < 0.001) and Affective factors (ß = 0.4419, P < 0.001) significantly. Further path model analysis demonstrated that without "Affective Factors" being nurtured, learning activities and Facilities would not be able to improve behavior significantly, as all paths directing to Behavioral Domain (Intention and WMB) had an insignificant effect (P value > 0.05). CONCLUSION: This study offered empirical evidence, showing the mechanism of social learning to improve waste management behavior. The Learning activities should combine Dialogue and Practice-based learning to influence waste management behavior significantly, while Affective factors become the direct effect of Learning Activities. Supporting facilities were required to support the learning by providing routine waste collection systems and recycling facilities beneficial for the residents. In order to improve the learning activity effectiveness, the facilitators need to pay more attention to the learning contents to nurture the expected Affective factors. [ABSTRACT FROM AUTHOR]

The success of students in undertaking their studies depends, among others, on their ability to manage and organize their activities and time. This qualitative research examined students' self-management skills in the English Language Education Department, Ar-Raniry State Islamic University, Aceh, Indonesia. We looked at students' motivational and behavioral strategies and scrutinized their time management, emotion, effort, and social and learning environments, and the impacts on their academic performance and social involvement. Three areas closely related to students' self-management skills, namely academic achievement, academic awards, and social involvements were explored to understand factors contributing to their achievement. To gather the data, the researchers used the semi-structured interview with five female students from the 2017/2018 cohort, selected by using purposive sampling with certain criteria, such as their GPA, TOEFL score, and social involvements. These criteria were imposed to distinguish high-achiever students from the average one. Findings showed that students with outstanding management skills adopt motivational and behavioral strategies in their daily lives. Setting goals, finding relevant activities (worshipping, writing, and reading) were mentioned as motivational strategies; while prioritizing, self-observing, as well adaptation to the surrounding environment were crucial in their behavioral strategies. They also practiced positive and supportive illustrations in developing a good self-management system, such as setting up and executing academic priorities and evaluating how activities were done. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the social impact of the learning process of agreements and regulations in the Civil Law regarding the procurement of goods and services during the Covid-19 pandemic, its implications for preventing corruption in Indonesia. The research method used is normative using a theory-in-use approach. The results of the study found three crucial points. First, the law of goods and services agreements gives freedom to people who do not have restrictions in the code for that. The contract for the procurement of products and services during the Covid-19 pandemic was categorized as a relatively temporary force majeure so that it could renegotiate to rearrange the implementation schedule. Second, good faith is the key to success in resolving frustrating agreement problems to save the agreement to provide benefits and benefits to both parties. Third, in the end, civil law provides an essential lesson that in transactions based on good faith where there are values of decency, honesty, and fair wisdom is the prevention of corruption in the procurement of goods. Good faith is the key to success in resolving frustrating agreement problems to save the agreement to provide benefits and benefits to both parties. And service in difficult times like today. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic has been destroying many sectors globally, one of which is education. Where students cannot do activities as they should at school. They must remain at home to avoid the epidemic that runs rampantly. During this crucial time Ruangguru offers an Education revolution which is very helpful, so that, students and teaching staffs can still learn and develop themselves amid the limitations. What is presented by Ruangguru application is in harmony with the ideation theory, which is a new way of thinking or behaving in social interaction or communication. The author found something creative and different in Ruangguru system where communication is varied which can enhance the enthusiasm of students to learn as ideation in social interaction. [ABSTRACT FROM AUTHOR]

This study investigated the role of participatory village maps in strengthening the Musrenbang, an annual multi-stakeholder public consultation forum to discuss development issues and plans in Indonesia. We evaluated the Musrenbang in five villages in Deli Serdang District after conducting participatory mapping workshops to produce village maps to inform the Musrenbang process. Our results show that communication between Musrenbang participants improved because the maps provided a clear definition of the village administrative area, geospatial data as resources for participation, transparency, and a dynamic deliberative process. Collaboration was also evident as the maps enabled participants to exchange knowledge, experience social learning, and have greater influence on the decision-making process. Despite the benefits, some issues impeded the optimal use of the village maps to support the participatory process in the Musrenbang. The maps could not completely overcome the power disparities between Musrenbang participants. Certain actors still dominated the implementation of the Musrenbang, making the deliberative process inaccessible to and less inclusive of some local stakeholders. Several improvements are urgently needed to optimise the use of participatory village maps and enhance Musrenbang implementation. [ABSTRACT FROM AUTHOR]

Geospatial data is urgently needed in decision-making processes to achieve Sustainable Development Goals (SDGs) at global, national, regional and local scales. While the advancement of geo-technologies to obtain or produce geospatial data has become faster and more affordable, many countries in the global south still experience a geospatial data scarcity at the rural level due to complex geographical terrains, weak coordination among institutions and a lack of knowledge and technologies to produce visualised geospatial data like maps. We proposed a collaborative spatial learning framework that integrates the spatial knowledge of stakeholders to obtain geospatial data. By conducting participatory mapping workshops in three villages in the Deli Serdang district in Indonesia, we tested the framework in terms of facilitating communication and collaboration of the village stakeholders while also supporting knowledge co-production and social learning among them. Satellite images were used in digital and non-digital mapping workshops to support village stakeholders to produce proper village maps while fulfilling the SDGs' emphasis to make geospatial data available through a participatory approach. [ABSTRACT FROM AUTHOR]