Academic Culture and Students' Scientific
Attitudes In Improving The Quality of Higher Education: Research at the
Indonesian Institute of Education and Garut University
Dodi
Misbah Jalaludin1,
Muhibbin Syah2,
Asep Nursobah3, Andewi Suhartini4
UIN Sunan Gunung Djati
Bandung
[email protected]1, [email protected]2, [email protected]3, [email protected]4
|
Keywords |
Abstract |
|
Academic
Culture, Scientific Attitude, Education Quality |
Building an academic
culture is not an easy thing to do, it requires socialization and supervision
of all ongoing academic activities, so that a habit is built among the
academic community to obey and comply with the academic rules that have been
set. The purpose of this study is the implementation of academic culture and
scientific attitudes of students in order to improve the quality of higher
education. This research uses a qualitative approach with descriptive methods.
This research was conducted at the Indonesian Institute of Education (IPI)
Garut and Garut University (UNIGA) as the research locus. By using a
qualitative approach with descriptive methods. Data collection techniques
using interview techniques, observation, and documentation. The stages of
data analysis were carried out by reducing data, displaying data, and drawing
conclusions. The results of this study indicate that the academic culture of
students at IPI Garut includes a culture of literacy, research, seminars and
publications. Then the scientific attitude of IPI Garut students can be seen
from classroom discussions. The academic culture of students on the UNIGA
campus includes seminars, workshops, publications, etc. The scientific
attitude of UNIGA students includes critical thinking, curiosity, discussion,
writing and other activities. However, all of these things have not been
fully implemented properly. |
Corresponding Author: Dodi Misbah Jalaludin
E-mail: [email protected]
INTRODUCTION
Higher Education (HEI) as an
educational unit that organizes higher education is the spearhead of the
development of science and technology. Universities play an important role in
developing human resources (HR), especially students. The development of
knowledge carried out by universities through education and teaching activities
is carried out by involving students to provide academic and practical
experience. Academic culture and
scientific attitudes of students must always be implemented in daily life in
universities, so that the academic community can support the implementation of
the tridharma of higher education. Then the impact of academic culture and
scientific attitudes of students in general will result in changes in the
development of attitudes and abilities to think logically, creatively,
predictively and imaginatively (Sugiyono, 2018) .
Academic culture is a universal
culture, which is owned by everyone who involves themselves in academic
activities, one of which is students. Republic of Indonesia Law No. 12 of 2012
concerning Higher Education Article 13 paragraph 3 explains that, "Students
have academic freedom by prioritizing reasoning and noble morals and being
responsible in accordance with academic culture (Vinet & Zhedanov, 2017) . Academic culture in
higher education should be placed within the framework of achieving educational
quality which includes aspects of input, process, output and outcomes (Mulyati, 2017) .
In higher education, there is also an academic culture which should always be
developed and maintained as one of the factors for the success of education in
a university. Culture is one of the factors that determines the success of an
education. For a university, matters relating to academic culture are something
that is principal. In this case, universities must have unique learning guide
characteristics.
Curiosity, curiosity, scientific
rationality, and scientific open-mindedness are important scientific attitudes
in shaping academic engagement and scientific understanding. Their direct and
indirect effects on scientific knowledge can be investigated through mediation
analysis, with academic engagement acting as a possible mediator (Cabahug et al., 2024) .
In fact, academic culture is quite
worrying. In some cases in higher education, the academic culture that was once
realized as a source of scientific study and problem solving as well as a place
for students to seek and develop science and technology, now seems to be fading
and only a symbol. As a result, academic culture such as discussions, seminars,
reading and writing scientific papers is no longer an exciting trend, the use
of the internet in the campus environment is also widely absorbed towards
entertainment and the use of social media.
Based on the author's observations at the
University of Garut (UNIGA) as a campus that always wants to improve its
quality, always trying to organize its institutions as organizers of the
tridharma of higher education, the problem of academic culture is a problem
that requires problem solving, where the culture of literacy is lacking
(Observation, 2021). Likewise, what happened at the
Indonesian Institute of Education (IPI) as a higher education institution in
Garut City which prioritizes a measurable learning process in terms of student
output, learning process and evaluation has a good commitment to implementing a
dignified academic culture. The problem of academic culture is a problem in
almost all universities in Indonesia that determines whether or not the quality
of education is good (Observation, February 21, 2022).
Some research on academic culture has been
widely studied, including by M. Agus Nuryatno, with the title �Criticism of
Academic Culture in Higher Education�. The results of his research show that
education has a very significant role in giving birth and shaping certain
individuals. Susanti et al. (2021) which focuses on the influence of academic
culture on student engagement and learning outcomes in higher education, this
study explores the influence of academic culture on student engagement and
learning outcomes in higher education. research Dewi et al. (2020) which
focuses on strengthening students' scientific attitudes through project-based
learning in higher education, this study focuses on strengthening students'
scientific attitudes through project-based learning in higher education.
This research focuses on the
implementation of academic culture and scientific attitudes of students in
order to improve the quality of higher education, which was conducted in two
different universities, namely the Indonesian Institute of Education (IPI)
Garut and Garut University (UNIGA). This study used a descriptive qualitative
method with an ethnographic approach to explore in depth the academic culture
and scientific attitudes of students at the two institutions. The research
findings show that there are differences in the academic culture and scientific
attitudes of students in the two institutions, where IPI Garut has a culture of
literacy, research, seminars, and publications, while UNIGA has a culture of
seminars, workshops, and publications. In-depth analysis and discussion related
to the implementation of academic culture and scientific attitudes of students,
as well as its implications for improving the quality of higher education is a
new contribution in understanding the dynamics of academic culture and
scientific attitudes of students in two different higher education
institutions, and how it can affect the quality of higher education.
Based on this, the problem of academic
culture and scientific attitudes of students requires a new breakthrough in
order to improve the quality of education. The purpose of this study is the
implementation of academic culture and scientific attitudes of students in
order to improve the quality of higher education.
RESEARCH METHODS
This
research uses a descriptive method with an ethnographic model, which is one of
the research models that is more related to anthropology, which studies
cultural events, which presents the life views of the subjects who are the
object of research. The reason the author chose a qualitative approach method
compared to quantitative is, first, to be able to find and understand the
meaning behind the data found. Second, to understand social interactions during
the research process. Third, to develop a theory built from the data obtained
during the research process. Fourth, to ensure the truth of the data obtained,
the process of testing the truth of the data in a qualitative approach can use
triangulation techniques (the process of collecting data from various points of
view), with the aim of ensuring data certainty.
RESULTS AND DISCUSSION
Student Academic Culture
Based on the results of observations
both at the beginning and during the course of the research, several findings
were discovered. The findings that researchers found in IPI Garut students were
related to the students' academic culture and scientific attitudes (Observation, on February 21, 2022).
Academic culture is norms of thought,
attitudes and behavior that serve as a reference for all higher education
academics (Chotimah,
Tanzeh, & Siddiq, 2022) . Academic culture aims to form students
as academic members who are intellectual, able to be honest and uphold the
value of truth, and able to dedicate themselves to humanitarian activities (Sasmita,
Widodo, Andyastuti, Dwi Pristiani, & Hadi Wiranata, 2023) . Improving the quality of education in
an educational institution is different from improving quality in a company.
Improving quality in an educational institution requires academic culture and
academic atmosphere, while in a company corporate values are needed. Academic
culture cannot grow solely from rules or regulations that are made, but is
rooted in scientific norms and values (Silahuddin,
2016) .
Academic culture in the campus
environment can be seen in several sectors. But in general, what are most
visible are lecture activities or academic activities that require students to
read, write and research which is mandatory because it is a requirement of SKS
(semester credit units) and MKWU or General Compulsory Courses.
MKWU is a compulsory course for all
students regardless of which faculty or department they come from. They have to
go through this course and pass it as a requirement when they want to register
for the munaqasah trial or thesis trial. Apart from MKWU, there are other
subjects that are mandatory for study programs or are only mandatory for
specialization concentration. This course also requires them to read, write and
conduct research.
Academic culture is defined as academic
activities outside academic norms, which are implemented in seminars,
discussions and scientific publications. In higher education, academic culture
must continue to be fostered and maintained. In fact, the success or failure of
education depends on the quality of the academic culture of higher education.
Academic culture is a universal culture, which is owned by everyone who
involves themselves in academic activities, one of which is students (Nikmah, 2019) .
This is different from community
service, at this point students usually do it at a certain time and only do it
once during their study period. For example, KKN (Real Work Lecture),
internships in certain agencies, and PLP (Introduction to School Field) at the
Faculty of Tarbiyah and Teacher Science.
Apart from academic activities,
academic culture can be seen in activities held by certain institutions. These
institutions can take the form of campus institutions or intra-campus
organizations and extra-campus organizations whose activities are outside of
the academic agenda. For example, discussions or seminars are often held by
LPM, LP2M, PSGA, SEMA (University Student Senate) and DEMA (University Student
Council) at the university or faculty level. Meanwhile, at the department
level, it is usually held by HMJ/HMPS (Department Student Association/Study Program
Student Association).
Criticism of academic culture in higher
education is an issue that continues to be discussed in Indonesia. From the
perspective of Azyumardi Azra, an influential Muslim scholar, there are several
important aspects that need to be considered (Aziz et al., 2023) . Nationally, as an
integrity index, the academic scores achieved by the average student are still
relatively low (Zahara, Haji, & Syukri, 2018) . Students must
develop their creativity to more easily solve problems or find new, correct
data quickly to support their productivity in academic and non-academic fields (Fatonah et al., 2023) .
Apart from intra-campus organizations,
there are also off-campus institutions holding activities that support academic
culture including discussions and community service. Examples of institutions
that have held discussions are Forkis (social studies study forum), Lobarisasi,
as well as extra-campus organizations such as HMI (Islamic Student
Association), PMII (Indonesian Islamic Student Movement), and IMM (Muhammadiyah
Student Association) and so on.
Discussions can usually utilize existing
spaces such as laboratories and classrooms or can usually be held in the
faculty lobby. Students from the Faculty of Education and Teacher Training
usually hold discussions in the west and east lobbies because that place can
accommodate quite a lot of people and is shady. Recently, IPI Garut has created
huts and gathering places at several points on campus. The hut can be used as a
place for discussions.
This can be seen in the
following image:
Figure 1 Academic Cultural Activity
Based on the results of a study of
notes and documentation in the field, namely at UNIGA, UNIGA plans to improve
the quality of UNIGA's academic culture and scientific attitude. In this case,
UNIGA leadership has clear policies and programs by formulating standards for
achieving higher education management standards consistently and sustainably,
so that the stakeholders obtain satisfaction (Observation, February 21, 2021).
This can be seen from the results of
the standard setting documentation intended to encourage UNIGA to improve the
academic culture and scientific attitudes of students as follows:
Figure 2 Interview with UNIGA vice chancellor
Based on the results of observational
studies of records and documentation, in general, the standard planning for
improving the quality of higher education is that Garut University has policies
and programs in accordance with the vision, mission and goals of higher
education as stated in the university's strategic plan, the implementation of
which is guided by regulations and The applicable law is Law no. 20 of 2003
concerning the National Education System, Law No. 4 of 2003 concerning the
quality of private educational institutions, Permendiknas No. 16 of 2007
concerning academic qualification standards and quality of educational
institutions, Permendiknas No. 28 of 2009 concerning vocational competency
standards (Observation, February 21, 2021).
To ensure the realization of UNIGA's
vision, namely "To become a Garut university that is advanced at the
national level and recognized at the international level by 2045", through
achieving the targets that have been planned in stages, a "Strategic
Plan" (RENSTRA) was formulated which is the "Five Development
Plan". Year� and an Operational Plan (RENOP) which contains a �One Year
Activity Program�. In "This Strategic Plan is a period of National
Standardization of the Tri Dharma of Higher Education in the context of
strengthening UNIGA's competitiveness in accordance with the Higher Education
Law No. 12 of 2012, UNIGA's planning includes maximizing higher education
services which include increasing the internal efficiency of higher education,
developing Vocational Programs; Community Academy, expanding access through PJJ
and Affirmation for underprivileged students, while in the area of
institutional autonomy it is related to mission differentiation and
strengthening higher education institutions.
Student Scientific Attitude
In this research, to see the scientific
attitudes of IPI Garut students, data was obtained from observation sheets from
researchers who acted as observers. To see in detail the scientific attitudes
of students during the lecture process and ongoing activities on campus.
Researchers conducted initial
observations in 2023 with the aim of seeing problems that occurred based on
learning activities. The results of the researcher's initial observations
revealed that only a few students were active during the learning process. When
given a problem, only a few students can solve the problem given by the
lecturer. Based on observations, there are problems that need to be looked at,
so this research was conducted to look at Lesson
Study learning using observation sheets on science material.
Then during discussions in lectures, it
was seen that only a few students were actively discussing while the others
were just silent and not commenting, so the discussion was not lively and was
monotonous. Then the lecturer took over the discussion of the presentation of
the courses presented. This indicated that there was still a lack of students
being critical and curious and indicated a lack of literacy.
Therefore, in an effort to improve the
quality of education at the Indonesian Institute of Education (IPI) Garut to
develop academic culture and scientific attitudes of students, planning and
applicable regulations are needed to create a system of governance that is
credible, transparent, accountable, responsible and fair, The implementation of
civil service refers to the applicable regulations. The Indonesian Education
Institute (IPI) has basic guidelines for organizing activities which are used
as a reference for planning, developing programs and carrying out functional
activities in accordance with the objectives of the higher education
institution concerned, which contain the basis used as a reference for
developing general regulations, academic regulations and applicable operational
procedures. In higher education, the lecturer's code of ethics and student's
code of ethics also cannot fail to be improved so that the quality in higher
education becomes better.
This can be seen from the documentation
of the implementation of academic cultural activities and scientific attitudes
of IPI Garut students below:
Figure 3 Scientific
Attitudes of IPI Garut Students
Improving the quality of education at
Garut University in building an academic culture and scientific attitude at
UNIGA is carried out by preparing plans which are outlined in the form of
strategic plans and university plans that are adjusted to the vision, mission
and goals to be achieved by referring to applicable laws and regulations.
However, the plans that have been determined have not yet become guidelines and
direction in formulating policies, programs and activities.
Development for each individual is very
important. Every individual is required to have scientific literacy which
includes scientific knowledge, scientific process skills, and scientific
attitudes (Ahsani
& Rusilowati, 2022) . Therefore, students must have a
positive attitude towards a scientific attitude in order to adopt a scientific
attitude (Maison,
Kurniawan, & Zain, 2021) . Through a scientific attitude, it can
produce students with good characteristics, such as students with superior
learning achievements, and improve students' scientific activity achievements.
Attitude is a series of reactions to something that is based on a person's
conceptual beliefs (Nursiwan
& Hanri, 2023) .
Indicators of scientific attitudes that
correlate with undergraduate student productivity are respect for data/facts,
critical thinking, as well as discovery and creativity. Meanwhile, indicators
of scientific attitudes that correlate with the productivity of master's and
doctoral students are curiosity, respect for data/facts, critical thinking,
discovery and creativity, and perseverance (Fatonah
et al., 2023) .
When viewed as a whole, it
can be understood that scientific attitudes influence and correlate with the
productivity of undergraduate, master's and doctoral students. The scientific
attitude around has a significant influence on student productivity. In the
academic world, students must develop skills and professionalism from
achievement activities, research, writing and other relevant scientific
activities.
Implementation of Academic
Culture and Student Scientific Attitudes
In building a good academic culture,
there are at least three inseparable strands, namely knowledge, strong faith
and a submissive heart. This is an inseparable trilogy so that the academic
culture that Islam wants to build does not just make people intelligent, but
also has the warmth of faith and humility. An academic culture that only
sharpens brain intelligence will only give birth to robots that do not have
empathy for others. On the other hand, an academic culture that places too much
emphasis on building faith by ignoring rationality will give birth to people
who fail to face the challenges of the times (Mukhlisin,
2020) .
Scientific attitudes can be considered as
a complex of values and norms that are considered binding on scientists (Sandika
& Fitrihidajati, 2018) . Based on several factors causing
problems, it is necessary to apply a scientific approach in order to improve
students' conceptual understanding and scientific attitudes (Zahara et
al., 2018) .
The implementation of the academic
culture of IPI (Indonesian Education Institute) students in improving the
quality of educational institutions refers to the IPI Garut strategic plan.
Where in the IPI (Indonesian Institute of Education students) strategic plan,
targets/indicators, targets and achievement strategies have been described
which are grouped into seven areas, namely: (1) institutional sector, (2)
academic sector, (3) student affairs sector, (4) in the field of human
resources, (5) the field of infrastructure, (6) the field of finance, and (7)
the field of cooperation.
In the institutional sector, IPI
(Indonesian Education Institute) Garut carries out improvements through
improving governance and institutional capacity towards a quality campus, increasing
the relevance and contribution of institutions to community needs,
strengthening PTS organs to support better governance of IPI (Indonesian
Education Institute) Garut.
In the academic field, IPI (Indonesian
Education Institute) Garut implements improvements in the quality of education
and teaching services, research and community service, increases the quality of
education and teaching, research and community service, increases the quality
of student development services, increases student achievement at the regional
level , national and international, improving the quality of character building
activities and developing soft skills to
create and encourage students, including encouraging the creation of an
academic culture and student attitudes in various activity programs.
In the field of human resources (HR),
IPI (Indonesian Education Institute) Garut carries out increasing the academic
and professional competence of lecturers, increasing the competence of
education staff in providing services, improving HR management. In the field of
Facilities and Infrastructure, the Indonesian Education Institute carries out
improvements to academic facilities, academic administration services, student
affairs and the campus environment with a conservation perspective, development
of ICT-based asset management.
In the financial sector, IPI (Indonesian
Education Institute) Garut implements improvements in the quality of financial
reports, refines PRGS (Policies,
Regulation Guidelines and SOPs ) in the fields of planning, finance and
accounting, strengthens funding independence through empowering business
development units in the field of cooperation, which increases cooperation with
government and private institutions inside and outside the private sector.
To improve the quality of private
higher education institutions, UNIGA leaders carry out organizing related to
curriculum, extracurricular/personal development, student affairs, educators
and education staff, leadership, infrastructure, finance and financing, and information
systems. Organizing in curriculum development based on the Competency-based
Curriculum (KBK). Competency Based Curriculum (KBK) development is aligned with
KKNI which is carried out through the following stages:
1. First
stage, compiling University learning outcomes (University Learning Outcomes). Derived from the
university's vision and mission which contains a general profile of graduates
as competitive and comparative advantage of the
university. University learning outcomes display more soft skills than hard
skills that university graduates must have.
2. Second
stage, formulate a profile
of study program graduates. The profile formulation is carried out by
formulating professional roles and a series of competencies ( learning
outcomes) that graduates must have to carry out their roles professionally ,
accountably and with noble character, having the knowledge, skills,
independence and attitude to discover, develop and apply science, technology,
and art, which benefits humanity.
3. Third
Stage, Formulation of Graduate Competency Standards. After determining the
profile of study program graduates as an educational outcome, the next step is
to determine what competencies study program graduates must have as their
learning output.
4. Fourth
Stage, Formulation of Study Program Learning Outcomes (PLO). PLO is a complete
description of graduate profiles relating to what competencies students must
have after graduating from certain study programs at tertiary institutions.
5. Fifth
Stage, Formulation of Course Learning Outcomes (CLO). CLO clearly describes
what students will know and what students can do at the end of the course.
6. Sixth
Stage, Finding Key Concepts and Keywords in Course Learning Outcomes.
7. Seventh
Stage, Development of RPKPS (Semester Learning Program and Activity Plan).
CONCLUSION
The academic culture of students at IPI
Garut includes a culture of literacy, research, seminars and publications, but
this is not optimal. Then the scientific attitude of IPI Garut students can be
seen from discussions in class, but not everything has been implemented.
Meanwhile, the academic culture of students on the UNIGA campus has become a
habit and has become values and norms that have gone through institutional
processes and are present in real form. These include seminars, workshops,
publications, etc. The scientific attitudes of UNIGA students include critical
thinking, curiosity, discussion, writing and other activities. But all these
things have not been fully implemented. Implementation
of the academic culture and scientific attitude of IPI Garut students, namely
the implementation of capability development programs, such as seminars,
workshops and research projects, may also be an integral part of the student's
academic experience. This can help them hone their research skills and
application of knowledge in practical contexts. Meanwhile, the implementation
of UNIGA students' academic culture and scientific attitudes includes respect
for diversity of opinion, developing creativity in approaches to academic and
research problems and critical thinking from various perspectives and cultural
backgrounds, but the implementation is not yet optimal.
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