{ "success": true, "data": { "id": 1831351, "msgid": "rethinking-lecturer-development-programmes-in-indonesia-1782791575", "date": "2026-06-30 10:02:54", "title": "Rethinking Lecturer Development Programmes in Indonesia", "author": "", "source": "DETIK", "tags": "", "topic": "Social Policy", "summary": "The effectiveness of Indonesia's mandatory lecturer development programmes, such as PEKERTI and AA, is under scrutiny. While these workshops successfully introduce teaching innovations, research suggests they often fail to ensure long-term adoption in classroom practice. A shift towards evidence-based design, incorporating peer collaboration and local context, is needed to achieve sustainable pedagogical change.", "content": "

While awaiting the government\u2019s latest review of regulations\ngoverning lecturer participation in professional development (PD)\nprogrammes as a requirement for certification allowance disbursement,\nthe discourse on impactful faculty development programmes is important\nto highlight. Beyond concerning access to various available professional\ndevelopment programmes, the discourse on lecturer PD should be directed\nmore towards the extent to which these programmes can encourage\nsustainable changes in lecturers\u2019 practices in carrying out the\ntridharma of higher education (education and teaching, research, and\ncommunity service). In this article, I want to specifically highlight\nthe Lecturer PD programme related to the dharma of education and\nteaching. In Indonesia, we know that all lecturers are obliged to teach.\nMeanwhile, not all lecturers have received formal education regarding\npedagogy and learning. Even if they have, this does not automatically\nguarantee that they are able to implement effective learning practices\nin the classroom. Therefore, various programmes such as PEKERTI (Basic\nInstructional Technique Skills Improvement Programme), AA (Applied\nApproach), learning workshops, and curriculum training have been\npresented as part of efforts to increase lecturers\u2019 pedagogical\ncapacity. The goal is clear: so that lecturers can carry out the\nlearning process \u2018properly\u2019. In the world of education, the concept of\n\u2018good learning\u2019 is not always interpreted uniformly. However, one of the\ninitial indicators often used to assess the quality of learning is\nwhether a lecturer implements Research Based Instructional Strategies\n(RBIS) in classroom learning. Some examples of RBIS include peer\ninstruction popularised by Eric Mazur at Harvard University,\ncollaborative learning, inquiry-based learning, formative assessment,\nand many other examples. The implementation of RBIS in learning, as\nconcluded by various research results, has proven capable of presenting\nmore meaningful learning interactions, creating a more student-centred\nlearning environment, and contributing significantly to improving\nlearning outcomes and motivation. It is not surprising that lecturers\nare continuously encouraged to adopt and implement these strategies in\ntheir learning practices. In principle, the implementation of the\nLecturer PD programmes that have been running so far, such as PEKERTI,\nAA, and various learning workshops, is basically intended to disseminate\nvarious learning innovations while persuading lecturers to adopt and\nimplement these various learning innovations, including the various\nresearch-based instructional strategies (RBIS) mentioned above. In this\nregard, we are certainly interested in knowing how much impact the\nimplementation of these programmes has on, say, lecturers\u2019 interest in\napplying the learning innovations offered. According to the Diffusion of\nInnovations Theory popularised by Everett Rogers, a person\u2019s decision to\nadopt an innovation is not an instantaneous process. There are at least\nfive stages commonly passed through. A person first needs to know about\nthe existence of an innovation (knowledge), then react\/show interest in\nthe innovation (persuasion), before finally deciding to accept or reject\nthe innovation offered (decision). If the innovation is accepted, the\nnext stage is the implementation stage of the innovation\n(implementation). The final stage is confirmation, which is the phase\nwhere a person affirms the decision to continue or stop using an\ninnovation. Referring to the perspective of Diffusion of Innovations\nTheory, a Lecturer PD programme is said to be effective if the programme\ncan enable lecturers to reach the confirmation stage; a stage where\nchange no longer stops at knowledge or awareness, but is realised in\nconsistently implemented practice. In other words, lecturers not only\nknow or agree with a new idea, but also apply it sustainably in\nclassroom learning. In this context, a number of studies in the United\nStates regarding the dissemination of learning innovations among\nlecturers, in my opinion, are relevant to be raised and used as lessons.\nOne of the important findings from these studies is that the\ndissemination of learning innovations (RBIS) carried out through\nworkshops, journal articles, books, and websites is indeed quite\neffective for introducing an innovation to lecturers and building\nlecturers\u2019 positive attitudes towards the innovation offered. However,\nthese dissemination channels often fail to help lecturers pass the\nimplementation and confirmation stages. This means that many lecturers\nknow and even agree on the benefits of implementing a learning\ninnovation, but do not go so far as to use it sustainably in learning\npractice (Dancy et al., 2016; Chasteen & Chattergoon, 2020). Other\nresearch shows that a top-down dissemination approach that pays little\nattention to the local context where lecturers work is also one of the\nbarriers to innovation adoption (Hora & Ferrare, 2012).\nInterestingly, some study results actually found that informal\nconversations among lecturers, especially with colleagues, are one of\nthe most influential communication channels in the process of adopting\nlearning innovations (Dancy et al., 2016). Designing Lecturer PD\nProgrammes Based on Empirical Data In Indonesia, the lecturer\nprofessional development (PD) programmes that have been running to\nsupport the dharma of education and teaching, such as PEKERTI and AA,\nstill largely rely on the workshop format. On the other hand, we still\nhave empirical data.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/rethinking-lecturer-development-programmes-in-indonesia-1782791575", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }