Suchergebnisse

This paper attempts to reconstruct and achieve learning from the mega financial crime that occurred at Dubai Islamic Bank (DIB) during the global crisis and juxtapose it with fraudulent practices from a global perspective with the aim to acquire a broader knowledge on fraud, especially in shariah-based organizations. Thus, this paper could conceivably contribute to the rarely covered topic concerning financial crimes within Islamic organizations. Additionally, descriptive, comparative, and analytical research are exerted in this study. As for the findings, the scandal divulged that the significant power of the government exercised through mandating faith-based banking and acquiring major shareholding does not seem to prevent white-collar frauds much to the outrage of civilized lawmakers. This implies that just like its conventional counterpart, Islamic banking is not immune to fraud. In addition, the paper highlights that the most offensive misconducts found in the case are: i) the fraudulent activities were concealed or kept in secrecy; ii) there was a lack of 'shoulder to shoulder' knowledgeable people to oversee the risk and warning signs; and finally iii) the modus operandi employed was collaborating. Accordingly, the study refreshes and stresses to the influential characters involved, namely, respective regulators and top-level officials of the organization on the importance of robust, prudent, and sustainable practical conduct for they are the accredited people whose enforcement and in-company culture will distinguish the right from the wrong.

This paper attempts to reconstruct and achieve learning from the mega financial crime that occurred at Dubai Islamic Bank (DIB) during the global crisis and juxtapose it with fraudulent practices from a global perspective with the aim to acquire a broader knowledge on fraud, especially in shariah-based organizations. Thus, this paper could conceivably contribute to the rarely covered topic concerning financial crimes within Islamic organizations. Additionally, descriptive, comparative, and analytical research are exerted in this study. As for the findings, the scandal divulged that the significant power of the government exercised through mandating faith-based banking and acquiring major shareholding does not seem to prevent white-collar frauds much to the outrage of civilized lawmakers. This implies that just like its conventional counterpart, Islamic banking is not immune to fraud. In addition, the paper highlights that the most offensive misconducts found in the case are: i) the fraudulent activities were concealed or kept in secrecy; ii) there was a lack of 'shoulder to shoulder' knowledgeable people to oversee the risk and warning signs; and finally iii) the modus operandi employed was collaborating. Accordingly, the study refreshes and stresses to the influential characters involved, namely, respective regulators and top-level officials of the organization on the importance of robust, prudent, and sustainable practical conduct for they are the accredited people whose enforcement and in-company culture will distinguish the right from the wrong.

Hubungan NU dan Masyumi tahun 1945-1960 memang sangat menarik untuk dikaji. Seperti Skripsi yang ditulis oleh Noor Ishaq tentang Pergerakan Partai Masyumi di Indonesia, dan Tesis yang ditulis oleh Ichwan Arifin tentang Kiai dan Politik. Dari situ kemudian peneliti membuat penelitian yang berbeda dengan penelitian diatas yang lebih memfokuskan pada konflik dan keluarnya NU dari Masyumi. Adapun sumber utama yang didapat adalah dokumen sezaman tentang putusan hasil Muktamar NU ke-19 pada 8 Mei 1952 di Palembang tentang keluarnya NU dari Masyumi, dan dokumen teks hasil perundingan NU dan Masyumi pada 22-23 Mei 1952 di Jakarta. Beberapa rumusan masalah antara lain: bagaimana struktur kelembagaan NU dalam Masyumi, mengapa NU keluar dari Masyumi tahun 1952, dan bagaimana peran NU setelah keluar dari Masyumi hingga tahun 1960. Berdasarkan hasil analisis data bahwa Diawal pembentukanya, Masyumi menerapkan dua macam keanggotaan yaitu perseorangan dan organisasi. NU menjadi salah satu anggota istimewa Masyumi dan Kedudukan Majlis Syuro (pimpinan tertinggi) yang mempunyai wewenang menentukan kebijakan partai dipegang oleh tokoh NU yaitu KH. Hasyim Asy'ari sehingga NU cukup puas walaupun pimpinan partai didominasi oleh kelompok intelektual. Seiring berjalannya waktu sistem keanggotaan Masyumi ternyata sangat lemah, hal itu terbukti dengan ketidak tegasan pimpinan Masyumi menghadapi sebuah masalah baik internal maupun eksternal karena perbedaan kubu didalam partai. Sehingga satu persatu anggota yang kurang terakomodir seperti SI yang memilih keluar karena mempunyai pemikiran berbeda yang menurut mereka benar. Usaha untuk memencilkan para ulama di dalam percaturan politik terus di galakan oleh kelompok intelektual Masyumi bahkan mereka merubah wewenang Majlis Syuro yang awalnya bertugas menentukan kebijakan akhirnya hanya sebagai penasehat semata sehingga hal itu yang membuat NU memisahkan diri dari Masyumi lewat Muktamar NU ke-19 di Palembang dan menjelma menjadi sebuah partai politik sendiri dengan nama Partai NU yang berkiprah dalam Pemilu pertama tahun 1955. Berdasarkan hasil Pemilu tahun 1955, NU menempati 4 partai besar sehingga banyak tokoh-tokoh NU yang menduduki posisi penting dalam pemerintahan. Setelah pemilu tahun 1955 ada 5 pemikiran yang memancar dari dua arus yaitu arus pengaruh Barat dan tradisi Hindu-Jawa, Islam); PNI dan NU sama-sama disentuh besarnya pengaruh oleh tradisionalisme Jawa, tetapi pengaruh alam pemikiran Barat sangat kuat pada PKI dan Masyumi. Dalam waktu kurang lebih sepuluh tahun dua saingan NU yang dipengaruhi dengan kuat oleh alam pemikiran Barat tersingkir dari panggung politik. Masyumi dibubarkan pada tahun 1960 karena keterlibatan beberapa tokohnya dengan pemberontakan PRRI (Pemerintahan Revolusioner Rakyat Indonesia). Kata Kunci : Konflik, Nahdlatul Ulama, Masyumi

The purpose of this study was to explore the lived experience of academic engagement of twelve Indonesian doctoral students attending an American graduate school during their first term and over time through demographic background surveys and semi - structured in - depth interviews. The research design was qualitative in the phenomenological approach (Creswell, 2007; Merriam, 1998; Moustakas, 1994; Patton, 1990). We analyzed our interviews data by using within - case and cross - case displays and analyses (Miles & Huberman, 1994) while we analyzed the demographic data descriptively. We identified five major themes related to Indonesian doctoral students' academic engagement experiences , including (a) academic workload, (b) unfamiliarity with classroom dynamics, (c) unfamiliarity with the nature of relationships between faculty and student, (d) personal conflicts with and unfair treatment from professors, and (e) linguistic barriers. Implications of findings and future research are discussed.

The coastal area of Weh Island is divided into sub-districts (lhok) which are managed by traditional leader known as Panglima Laot. The Panglima Laot has the authority to regulate customary laws that aimed to bring social harmony and resolve conflicts concerning the marine resource use. In Anoi Itam and Ie Meulee of the east coast of Weh Island, the communities have high awareness toward the sustainable of the natural resources use, and this has led to the implementation of gear restrictions and no fishing zones regulations as part of their customary laws. These regulations have generated conflict with the other custom community, because the other custom community claimed that these existing customary regulations do not have legal base regulations. Gap analysis and analytical hierarchy process was used to analyze and describe the regulation that can be used as their optional regulation base. The result indicated that the Weh Island custom community had chosen a marine protected area that managed by community through Panglima Laot adopting regulations that recognised by local government. In the process of implementation, the determination area is a key priority (36.92%) followed by the establishment of management institutions (23.92%), financing (21.19%) and surveillance (17.94%).

The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers' help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.

In the era of the Fourth Industrial Revolution, 4IR or Industry 4.0, since highly advanced technology largely replaced human works, many production activities of both goods and services were required to be innovative. The purposes of this study were to examine the role of energizing self-efficacy as a mediator of leadership empowering and innovative behavior to analyze the mediator's role of affective commitment between the two. A survey method was used by distributing online questionnaires to 617 lecturers in Indonesia. For researching the interrelation of empowering leadership, energizing self-efficacy, affective commitment, and innovative behavior via statistical examination of their interrelationship, we applied Stata 13 software to test the hypotheses. The results pinpointed the significant impact of empowering leadership on affective commitment, energizing self-efficacy, and innovative behavior. Energizing self-efficacy significantly influenced innovative behavior, but the impact vice versa is not significant. There was an indirect effect of empowering leadership on innovative behavior through energizing self-efficacy, but the affective commitment was not a mediator between empowering leadership and innovative behavior. These findings indicated that lecturers could stimulate their innovative behaviors by increasing their self-efficacy through empowering leadership. Our research findings highlight the importance of enhancing innovative behavior, self-efficacy, and empowering leadership

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers' knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

The purpose of this paper, within the altruistic, intrinsic, or extrinsic motives framework, was to report the qualitative findings on the undocumented motives of English as a foreign language (EFL) female student teachers to become a teacher by choosing a teacher education program at one public university in Jambi, Sumatra, Indonesia. The data were collected through demographic profiles and semi-structured in-depth interviews with 21 EFL female student teachers. Whereas personal interests and aptitudes undoubtedly act an important role to embark on a journey to become a teacher, our findings indicated that the female student teachers' desire to enter a teacher education program was driven by a strong mixing of altruistic motives (idealistic and social mission such as helping society become better in future, helping rural and remote areas, shaping future educated generation, and loving to work with young generation), intrinsic motives (intellectual mission, role models' continuation, and personal fulfillment), and extrinsic motives (compatible work schedules and a hero status at school and in society). Implications and suggestions for future research are also discussed.

Information and communication technology (ICT) is a strong force for economic, social, political, and educational reforms happening throughout the world including in developing countries. In this qualitative inquiry, we aimed at elaborating factors affecting ICT integration during teaching practices in pre-service teacher training programs (PTTPs) of three Indonesian universities from the perspectives of fifty-five pre-service teachers. The thematic analysis of this study revealed two major themes, barriers and enablers, which affected the integration of ICT during teaching practices. Based on the themes, this study led to the development of a conceptual model of factors affecting the ICT integration. Recommendations are made for the betterment of Indonesian PTTPs and related stakeholders.

The goal of education is to foster all students' intellectual, social, and personal potential to their highest level by providing them with an equitable and equal education irrespective of their characteristics (e.g., ethnicity, social class, language use, religion, and other human differences). Different students and communities should not be excluded in terms of curriculum. At the micro-level classroom, student engagement is central. Teachers should go beyond the prescribed curriculum by working with their students and by including their voices. However, how can students be successful academically and socially if the school curriculum is anchored in the mainstream curriculum, primarily promoting the dominant groups? For example, given that the books, curriculum, and standardised testing are centralised in Indonesia, the content is, of course, generalised for all students. Teachers and schools throughout the country should use the same materials for all students. However, for the disadvantaged children coming from poor, rural, and remote areas, such policies lead them to trouble. They learn the books and materials that are similar to those that the affluent schools and students use in cities, but their values and perspectives are excluded. Also, how can students who are racially, culturally, and linguistically marginalised and low-income families succeed if the curriculum is organised exclusively to maintain the current social structure? The purpose of this paper is to explore the need to move from an exclusive to inclusive curriculum in Indonesia so that all students can succeed academically and socially. The orienting questions for this study are: (1) What do we mean by an exclusive and inclusive curriculum? (2) What are the components of an inclusive curriculum? (3) What should be reformed to create an inclusive curriculum? (4) What kind of leadership is required to guide the reform from an exclusive to an inclusive curriculum? (DIPF/Orig.)

Research on students' skill speaking English in a non-English speaking country such as Indonesia is limited. The purpose of this phenomenological study was to document Indonesian EFL student teachers' experiences in speaking English at one public university in Jambi, Indonesia. Data came from demographic questionnaires and semi-structured interviews obtained from eight participants. We organized our analysis and discussion around Indonesian EFL student teachers' perspectives and the contexts in which experiences they encountered emerge. Our analysis of the text revealed overarching themes and sub-themes including (1) language barriers (vocabulary, pronunciation, grammar, and fluency); (2) psychological factors (anxiety, attitude, and lack of motivation); (3) learning environment (lecturers, peers, and topics of speaking modules), and (4) practicing the language (self-practice, practicing the language with tutors and peers, practicing the language with media and technology, and maintaining a positive motivation). The findings indicated that all of themes and sub-themes appeared to be intricately interrelated.

ANALISIS KEBIJAKAN PENDIDIKAN INKLUSI: STUDI KASUS DI SEKOLAH DASAR JAMBIAbstrakPenelitian ini bertujuan untuk mengeksplorasi dan mendiskripsikan jenis kebijakan dan program pendidikan yang dibuat oleh pemerintah khususnya tentang kebijakan pendidikan inklusi terkait dengan kurikulum pendidikan inklusi, rekrutmen guru pembimbing khusus (GPK), dan sarana prasarana di sekolah dengan kebijakan pendidikan inklusi. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui wawancara dengan delapan informan, observasi di lima kelas, dan dokumentasi di SD Negeri 131/IV Jambi yang menjadi tempat penelitian ini. Data wawancara dianalisis dengan menggunakan "within case and cross-case analysis" antarinforman. Data observasi dicatat dan disajikan sesuai dengan tema hasil wawancara dan data dokumen digunakan sebagai pembanding data wawancara dan observasi. Hasil dari penelitian ini menjabarkan tentang tidak ada persiapan penerimaan murid baru dan kurangnya perhatian pemerintah atas dukungan sarana prasarana. Penyajian data juga termasuk tantangan yang dihadapi dalam penerapan pendidikan inklusi di Provinsi Jambi. Saran dan masukan berupa peran aktif pihak sekolah dalam penyelenggaraan pendidikan inklusi, melakukan perekrutan guru yang baik, dan bagi pemerintah untuk mendukung sarana dan prasarana pendidikan.AbstractThis study was aimed at exploring and describing the types of education policies and programs developed by the government, especially on inclusive education policies related to inclusion-education curriculum, special mentor recruitment, and infrastructure facilities in the schools which implemented inclusive education policies. The study used a qualitative approach with a case-study method. The data were collected through interviews with 8 informants, 5 classroom observations, and documentation at the State Elementary School 131/ IV Jambi. The interview data were analyzed using within-case and cross-case analyses among informants. The observational data were recorded and presented in accordance with the theme of the interview results and documentation data was used as the comparison. The results show that there is no new student admission preparation, and the lack of government attention on infrastructure supports. The presentation of data also includes the challenges faced in implementing inclusive education in Jambi. The suggestion for school parties in the implementation of inclusive education is by conducting teacher recruitment and for the government to support educational facilities and infrastructure.