ACCELERATION OF QUALITY OF COMPLETION OF STUDY OF UNDERGRADUATE STUDENTS OF PUNCAK JAYA PAPUA IN YOGYAKARTA

WITH BASED IT-PROGRAM

Iskandar Yasin Departement of Civil Engineering of Universitas Sarjanawiyata Tamansiswa

iskandartamansiswa@gmail.com

I. INTRODUCTION The United Nations has stated that education is

fundamental to enhancing the quality of life and ensuring social economic progress (Todaro, 2000). In order to build a strong foundation in education, local government should provide adequate school facilities such as libraries. At present, many primary schools still do not have libraries. The motivation for students to read is very low partly due to the lack of the libraries. The price of books in West Papua is relatively high; therefore the students are not able to buy books. Libraries play a crucial important role in supporting the teaching and learning processes at school (Mollet, 2007).

Puncak Jaya Regency in Papua province is located in the central mountains of Papua. The area is mountainous with the majority of its inhabitants with Dani tribe. Almost all the students from Puncak Jaya who continue to study under graduate program in Java are farmers background. Puncak Jaya was previously named the Carstensz pyramid after the Dutch explorer Jan Carstenszoon named it when he first saw a glacier on a mountain top on a sunny day in 1623 (Neil, 1973). Almost all indigenous peoples of Puncak Jaya work as farmers. The main agricultural output is to provide for daily food needs.

Students from Puncak Jaya regency of Papua province studying in Yogyakarta and Surakarta city are

incorporated in Ipmapuja (Ikatan Pelajar dan Mahasiswa Puncak Jaya) korwil Jogja-Solo. The young people who studied from Puncak Jaya Papua to Yogyakarta and Solo about 1000 students and all incorporated in Ipmapuja korwil Jogja-Solo.

Figure 1. Topography Map of Puncak Jaya District.

Related educational problems of Papua is still the

lack of teachers, especially in some districts and remote areas. Scarcity of teachers in rural areas of Papua is recognized to reduce student learning interest and not encourage students to be more active in following the

Students of Puncak Jaya regency of Papua Province undergraduate program are all incorporated in the organization Ikatan Mahasiswa dan Pelajar Puncak Jaya (Ipmapuja). Ipmapuja korwil Jogja-Solo members total about around 1000 students. The main problem by Ipmapuja students is adaptation to follow lectures lesson and living expenses. This problem affects the time to complete the under graduate study. Related to this problem needed to speed up the research process of the final assignment research. One method is to hold a statistical analysis ang research methods courses. Statistics is a science that can be used by both exacta and non-exacta disciplines. Students who know the final assignment research plan increment of 40%, from before 2% up to 42% after the doing courses. Students who are still confused about the theme of final assignment study decreased 3%, from before the course 26% to 23% after completing the period courses. For students who do not know the final assignment research plan decreased 37%, from before 72% to 35% after completion following the period courses process. From the implementation of short course training method of research and statistical analysis, it was found that Information Technology-based learning had a significant effect. So that the Papuan student mentoring process is very effective to be implemented. Keyword : Ipmapuja, speed-up, undergraduate, mentoring, Iinformation Technology. Keyword : Ipmapuja, speed

learning activities. Especially in mountainous areas are Puncak Jaya district.

Table 1. Area and Total Population of Puncak Jaya

Regency

Source : RPJMD Puncak Jaya 2014

Figure 2. Ipmapuja undergraduate student at

Yogyakarta

II. LITERATURE REVIEW Herminto (2017), to be reasearched the education

system of children in primary schools in Papua. This qualitative research has purpose in order to get deep meaning of peace education and child protection in the Papua island, Indonesia, relate with (1) how children at risk at home or in the community; (2) how situational factors affecting child protection in schools relate with bullying (physical, verbal and psychological abuse) by staff and peers; (3) how peace building and child protection policy for educational settings in the elementary school. Location of the research was in two districts, such as: Teluk Bintuni and Fakfak. The result of this research indicate that peace building and child protection canbe intepreted based on: (1) strong education in the family; (2) the importance of attention to the socially outside of school; (3) atmosphere environment in school; (4) strengthen of friendship peers in the school; (5) atmosphere in the classroom; (6) methods of theaching by teacher; (7) strengthen the role of teaches as educator; (8) strengthen relationship teacher-student-parent; (9) exempary habituation; (10) implementation of curriculum-based character in the teaching learning process; (11) strengthen of character education; (12) strengthen the role of school principal.

According Mollet (2007), Education has become a central issue in West Papua. During the Suharto regime, the Indonesian government paid little attention to educational investment in the province which led to poor educational infrastructure and a shortage of teachers. As a result, the quality of human resources in the province is poor. Since 2001, the adoption of the Special Autonomy Law has seen education emerge as a priority program for local government. Improving the quality of human resources to match standards in other provinces has emerged as a new challenge for the province. The article highlights the critical issues relating to the education system, education investment and policy formulation to support the development of West Papua.

Goldstein, Ick, Ratang, Hutajulu and Blesia (2016), to be research using the action research process to design entrepreneurship education at Cenderawasih University. Core principles of the action research process (ARP) were used to develop and implement a locally effective curriculum for students enrolled in UNCEN’s Faculty of Economics. A central commitment underlying the project was to design a curriculum that could address social

inequalities in Papua, specifically the significant under-representation of Papuan native peoples in the entrepreneurship sector. Through a mixed methods approach that used demographic, attitudinal and outcome data as well as observational, interview and focus group data, the ARP team designed an experientially-based learning module, documented implementation of the pilot learning module, evaluated its effectiveness, and developed proposals for improvement and institutionalization. Based on outcomes that showed persistent gender and ethnic differences, future iterations of UNCEN’s entrepreneurship curriculum will adopt a culturally responsive pedagogy (Gay, 2010; Ladson-Billings, 1995) that addresses the disparities in cultural and social capital shown to be significant to entrepreneurship education.

Wael and Laurent (2015), research implementation of special autonomy fund policies in education in Manokwari, West Papua province. This study used a descriptive study with a qualitative approach. This study seeks to identify and analyze on the implementation of policy autonomy special funds Education in Manokwari, West Papua Province through qualitative interpretation. This study seeks to reveal how the implementation of the Special Autonomy Fund for Education in Manokwari, West Papua Province. The research concludes that the Communication External and Internal communication is not maximized. The quality of human resources is still minimal, and not understand the working procedures due to no regulation or supported by PERDASI / PERDASUS governing socialisation Education and lack of special autonomy or special autonomy funds, in terms of the form of facilities or equipment Resource inadequate facilities. In terms of the funds Resources regarding the distribution of the Special Autonomy Fund of uneven and has not touched most of the basic needs of the people of Papua, especially Papuan society itself, as well as in terms of the Resource Authority regarding the delegation of authority from supervisor to subordinate unclear because there is no standard operating Procedure (SOP). Furthermore, in terms of structure in an organizational bureaucracy that there should be a very clear organization structure to facilitate the delegation of authority and accountability.

III. PROBLEM IDENTIFICATION Ipmapuja students who the study are not timely due

because the quality gap in the education system between Papua and Java. When first attended study at the university constrained compression of adaptation. The average curriculum senior high school in Puncak Jaya under lower curriculum junior high school in Java. At Puncak Jaya, there is almost no lesson, no recognition, no of self-learning strategies and limited teacher quality and school facilities far below school in Java.

The average of new students who come from Puncak Jaya to Yogyakarta study city until the third year has not understood how the semester credit system in the . The problem of using learning media especially computer is also very difficulties for members of Ipmapuja. So they are left behind understand the subject lessons. This caused most of the students of Ipmapuja so long to complete the study of undergraduate program at Yogyakarta. The students of Ipmapuja began to get severe problems when searching for the theme of the final assigment due to the lack of mastered lecture lesson. In addition to language introductory constraints by lecturers is also due to difficulties in accessing research journals. So to complete the final assignment takes more than two years, ie start looking for titles, looking for secondary data, search pimer data and data analysis to be research finished. This is what caused the average length of study of undergraduate program more than 6 years.

Students Ipmapuja korwil Jogja-Solo almost all his parents work as farmers. On average of one of his parents has died. So that affect the amount of allowance sent from Papua to the students. From the government of Puncak Jaya district there is a scholarship facility for the payment of tuition fees, but for living expenses relying on the shipment of their parents in Papua. From January to October 2017 there was a clash in Puncak Jaya about Pilkada. This led to scholarships from the district government and the delivery of living costs from their parents in Papua did not exist. To eat daily, Ipmapuja cleared the land where garbage disposal in Condong Catur area of Depok Sleman. This land was planted of yam and vegetables. From here the daily logistics of Ipmapuja students are fulfilled even though on average only eat once a day.

Figure 3. Ipmapuja cultivate waste disposal sites into

agricultural fields. The problem of adaptation of learning at university

and the necessity of life of Ipmapuja korwil Jogja-Solo, makes the study time to increase lenght. Related to this problems then needed a way to accelerate the final research process of final assignment Ipmapuja. One method is to hold a statistical analysis course and research method. Statistics is one of science that can be used by the disciplines of exacta and non-exacta.

IV. OBJECTIVES

The main purpose of this research is to know the effect of short course education based on Information Technology in acceleration of capacity improvement of final research completion or thesis of Ipmapuja korwil Jogja-Solo members. V. METHODOLOGY

Located at the dormitory of Puncak Jaya students in Puluhdadi Sinduadi Mlati Sleman, Daerah Istimewa Yogyakarta province, course of final research methodology anad analitycal statistic was conducted. Implementation of short course routine every Friday night with a duration of 2 hours ie at 08.00 pm until to 10.00 pm. This short course is held 5 times periods.

Due to the limited space at dormitory of Puncak

jaya, then the students who follow are limited to a

maximum of 50 students and preferably final year

students. Students of Ipmapuja study in various

universities in Yogyakarta which consists of 25% of in

faculty of agriculture, 28% of economics faculty, 14% in

faculty of engineering, 5% in faculty of psychology, 12%

in faculty of science and 16% in social and political

faculties.

Figure 4. Background study of Ipmapuja follow the

course.

Of the participants who attended the short course 14% had less than 4 years studied at university, 43% had 4 to 5 years, 33% had 5 to 6 years of college and 10% had more than 6 years of college. Students who follow the short course must be enrolled actively at their university. The age range of this student is between 20 years until to 30 years.

Figure 5. Years studied university Ipmapuja student

who follow course.

The course presented are final research method, quantitative data, qualitative data and statistical analysis. Statistical analysis includes material about sampling, regression, histogram, statistical description, covariance, correlation and anova. This lessons are will be presented for 5 times face to face with the duration of each is 2 hours. All participants must use the computer and must

practice the lesson exercises provided directly. During the short course time Ipmapuja are allowed to discuss each other using email, social media and other information technology.

Figure 6. Situation course at dormitory of Puncak

Jaya at Puluhddai Mlati Sleman.

At the beginning of the course students are invited to discuss the final assignment plan. After the implementation of the short course at the last lesson meeting will be evaluates the extent to which the understanding of the thesis and the completion of the bachelor degree. Also conducted correspondence effect of course on acceleration of completion of undergraduate study.

VI. RESULT AND DISCUSSION

Most of Ipmapuja korwil Jogja-Solo members,

when registering course of research methodology, do

not know what will be done so quickly finished

undergraduate study that is 72%. Students who are still

confused choose from several themes of the thesis of the

planned are 26%. While who already know the research

to be 2%.

Figure 7. The percentage of Ipmapuja’s understanding about knowing to finished

undergraduate study before courses started. The implementation of the course of research

methodology and statistical analysis was followed enthusiastically by the students of Ipwapuja korwil Jogja-Solo. The software used for statistical analysis training is microsoft excel. The meeting times are filled with discussions in groups using IT devices. The implementation of the course was followed enthusiastically because it rarely did not even get the lesson in their college.

After the course time period was overed, evaluation will be performed. Influence of short course material with IT device to student's final assignment plan was reviewed. After 5 meetings courses results showed that 42% of participants knew about their plan, 35% still did not know what to plan and 23% were still confused about the theme of the thesis.

Figure 8. The percentage of Ipmapuja’s

understanding about knowing to finished undergraduate study after courses finished.

Before and after course with the help of IT obtained improvements in the quality of Ipmapuja’s members in planning the thesis. They who know the final assignment of research plan are increase 40%, from before the short course 2% up to 42% after following the course series. They who are still confused about the theme of thesis research have decreased 3%, from before the short course 26% down to 23% after completing the course series. They who do not know the final asignment plan decreased 37%, from before the short course 72% to 35% after completion following the course series process.

From the results obtained, it turns out that students from Puncak Jaya need assistance to accelerate the completion of studies in Java especially at Yogyakarta. During the process of course lesson, Ipmapuja’s members are so eager to follow until the process is overed. It shows great enthusiasm and determination to immediately hold a bachelor degree. The decline who do not know at all about the final assignment research plan that is 72% down to 35% significant. So far the Ipapuja’s members do not know about thesis research methods and data analitical processing. So it is very good mentoring to help Puncak Jaya students complete their undergraduate studies. VII. CONCLUSION

Many problems faced by students from Puncak Jaya of Papua province who study in Java, especially Yogyakarta is very complex. This leads to the length of time of the undergraduate study. So it is necessary to accelerate the time of undergraduate program becomes shorter than 6 years. From the implementation of course training method of final research and statistical analysis, it was found that IT-based assistance had a significant effect. So that the Papuan student mentoring process informally is very effective to be implemented. Papua, especially Puncak Jaya district is in desperate need of qualified local scholars to support development of their place at Puncak Jaya district. So that assistance for acceleration of student study time Papua is very urgent to do.

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Goldstein, B. L., Ick, M., Ratang, W., Hutajulu, H., Blesia, J, U. (2016). Using the Action Research Process

to Design Entrepreneurship Education at Cenderawasih

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