Sebelas Maret University

About: Sebelas Maret University is a education organization based out in Surakarta, Indonesia. It is known for research contribution in the topics: Population & Public health. The organization has 10901 authors who have published 10832 publications receiving 33057 citations. The organization is also known as: Universitas Negeri Surakarta & Universitas Sebelas Maret.

Barriers to utilization of postnatal care at village level in Klaten district, central Java Province, Indonesia.

Abstract: Maternal health remains a persisting public health challenge in Indonesia. Postnatal complications, in particular, are considered as maternal health problems priority that should be addressed. Conducting adequate care for postnatal complications will improve the quality of life of mothers and babies. With the universal health coverage implementation, the Indonesian government provides free maternal and child health services close to clients at the village level, which include postnatal care. Our study aimed to explore barriers to utilization of postnatal care at the village level in Klaten district, Central Java Province, Indonesia. A qualitative study was conducted in March 2015 – June 2016 in Klaten district, Central Java, Indonesia. We selected a total of 19 study participants, including eight mothers with postnatal complications, six family members, and five village midwives for in-depth interviews. We conducted a content analysis technique on verbatim transcripts of the interviews using open code software. This study found three categories of barriers to postnatal care utilization in villages: mother and family members’ health literacy on postnatal care, sociocultural beliefs and practices, and health service responses. Most mothers did not have adequate knowledge and skills regarding postnatal care that reflected how they lacked awareness and practice of postnatal care. Inter-generational norms and myths hindered mothers from utilizing postnatal care and from having adequate nutritional intake during the postnatal period. Mothers and family members conducted unsafe self-treatment to address perceived minor postnatal complication. Furthermore, social power from extended family influenced the postnatal care health literacy for mother and family members. Postnatal care in the village lacked patient-centered care practices. Additionally, midwives’ workloads and capacities to conduct postnatal information, education and counseling were also issues. Despite the government’s efforts to provide free postnatal care closer to mothers’ homes, other barriers to postnatal care utilization remained. Specifically, among mothers, community, and health services. An innovative approach to increase the health literacy on postnatal care is required. In particular, improving the capacity of midwives to conduct patient-centered care. In addition, village midwives’ tasks should be evaluated and reoriented.

Development Frameworks of the Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study

Abstract: In the 21st century, students from all levels of education face extreme global competition, technology that is driven by information, and rapid media-saturation. These dramatic accelerational challenges are the reason why the educational system must prepare students with the skills needed in the era of globalization. Based on a document published by The Board of National Education Standards in 2010 on the importance of establishing a framework for 21st-century education in Indonesia, the necessity of appropriate standards has become very important to the current educational system. This paper aims to discuss conceptual frameworks for prospective science teachers in Indonesia. Using an extensive literature review of three document (P21, enGauge-21CS, and ATC21S) and group discussion with a two-round Delphi study, we have constructed the Indonesian Partnership for 21st-Century Skills Standards (IP-21CSS) based on an agreement between 15 panelists. From the results of this study, we have established four IP-21CSS that were perceived by panelists as appropriate standards for prospective science teachers in Indonesia ranging from 4.5 to 5 or in the high level. These standards include: (1) 4Cs (critical thinking, creative thinking, collaboration, and communication); (2) ICTs (technology, media, and information literacy); (3) spiritual values (religious beliefs and spiritual awareness); and (4) character building (teachers’ attitudes and scientific attitudes). Therefore, it concludes that the implementation of 21st-century education learning that emphasizes each IP-21CSS indicator needs to be considered as an essential component in the courses process for prospective science teachers in Indonesia.

The Implementation of Inclusive Education for Students with Special Needs in Indonesia

Abstract: Over the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students’ reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the forms of funding, coaching, and facilities were mostly provided by provincial governments and by the Directorate of Special Education.

Cultural and social change of foreign students in Indonesia: The influence of Javanese Culture in Teaching Indonesian to Speakers of Other Languages (TISOL)

Abstract: Teaching Indonesian to Speakers of Other Languages (TISOL) program is increasingly in demand by people in various parts of the world. Foreign students learn a lot of Indonesian language in major cities in Indonesia. The purpose of this study is to explain the cultural and social changes of foreign students in Indonesia, especially in Java, which is following TISOL program. This study focused on the influence of Javanese culture on foreign students studying Indonesian in Java. Research method used is descriptive qualitative with ethnography approach. This research was conducted in TISOL program organized by in Central Java, East Java, and Yogyakarta. Sources of data used are documents and informants. The sampling technique used is purposive sampling. Purposive sampling is considered more capable to obtain complete data in the face of various realities. Data collection techniques are done by reviewing documents or records using content analysis techniques. Other techniques used are interview techniques with some students and lecturers to get data about the factors that affect the cultural and social changes of foreign students in Indonesia. Also, interviews were also conducted with teachers to request a different process in TISOL. The most common way used to improve validity in qualitative research is the triangulation technique. In this study used triangulation theory, triangulation method, and review of informants. The results show that using Javanese culture is very influential in the cultural and social changes of foreign students in Indonesia. Students become more enthusiastic and active in responding to learning in TISOL that is influenced by Javanese culture. The change comes from internal and external students. This change helps foreign students to understand Indonesian language and culture more comprehensively.