Influence of Visiting Lecturer's Quality on Indonesian-Malaysian Student Perceptions

Neni Yulianita; Yenni Yuniati; Tresnawiwitan; Eka Susilawati; Faisal Maulana; Raihan Firjatullah Irvanianto

doi:10.29313/mediator.v17i1.2969

Authors

Neni Yulianita Universitas Islam Bandung
Yenni Yuniati Universitas Islam Bandung
Tresnawiwitan Universitas Islam Bandung
Eka Susilawati Universitas Islam Bandung
Faisal Maulana Universitas Islam Bandung
Raihan Firjatullah Irvanianto Universitas Islam Bandung

DOI:

https://doi.org/10.29313/mediator.v17i1.2969

Keywords:

teaching quality, visiting lecturer, perception, collaboration program

Abstract

This article highlights the importance of a lecturer's success when providing a learning process to their students. For this reason, the study of the success of the learning process needs to be researched by looking at the influence of learning quality on student perceptions. The Faculty of Communication Sciences of Universitas Islam Bandung (UNISBA) has conducted a series of Online Visiting Lecturers in collaboration with the Faculty of Leadership and Management (FKP), Universiti Sains Islam Malaysia (USIM). The study opted comparative quantitative research approach to investigate the influence of teaching quality on Indonesian-Malaysian Students’ Persception among the students who have participated in the visiting lecturer program. Based on the results of the calculation of R-square and R-value, the teaching quality positive influences the perception of Indonesian student by 54,3% and that of Malaysian student by 73.7%. It demonstrated that the teaching quality of the visiting lecturer program positively influences the perceptions of Indonesian-Malaysian students.

References

Berliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56(3), 205–213. https://doi.org/10.1177/0022487105275904

Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99–111. https://doi.org/10.1016/J.CEDPSYCH.2014.06.004

Hattie, J., & Timperley, H. (2007). The power of feedback. In Review of Educational Research (Vol. 77, Issue 1, pp. 81–112). SAGE Publications Inc. https://doi.org/10.3102/003465430298487

Hodges, T. E., & Baum, A. C. (2019). Quality Teaching : Handbook of Reseach on Feld–Based Teacher Education. IGI Global.

Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41, 1–10.

Kalyanasundaram, P., & Madhavi, C. (2020). Article ID: IJM_11_03_010 Online Value Added Courses. International Journal of Management (IJM), 11(3), 89–96. http://www.iaeme.com/IJM/index.asp89http://www.iaeme.com/ijm/issues.asp?JType=IJM&VType=11&IType=3JournalImpactFactor

Kusurkar, R., Croiset, G., & Cate, TH. J. Ten. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach, 33(12).

León, J., Medina-Garrido, E., & Ortega, M. (2018). Teaching quality: High school students’ autonomy and competence. Psicothema, 30(2), 218–223.

Mcleod, S. (2023, June 16). Visual Perception Theory In Psychology. SimplyPsychology.

Okoye, N. S., Momoh, S. O., Aigbomian, D. O. A., & Okecha, R. E. (2008). Teachers’ quality, instructional strategies and students’ performance in secondary school science. Journal of Instructional Psychology, 35(2).

Patoka, J. (2022, September 28). Visiting Lecturer Series 01 dengan doc. Ing. Jiří Patoka, Ph.D., DiS. Program Studi Agribisnis, Fakultas Sains Dan Teknologi, Universitas Terbuka (FST-UT).

Reeve, J. (2006). Teachers as Facilitators: What Autonomy-Supportive Teachers do and why their Students Benefit. The Elementary School Journal, 106(3), 225–236.

Sanjaya, W. (2015). Penelitian Pendidikan. Prenada Media Group.

Sekaran, U., & Bougie, R. (2010). Research Methods for Business: A Skill Business Approach. John Wiley & Sons.

Stroet, K., Opdenakker, M. C., & Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review, 9, 65–87. https://doi.org/10.1016/J.EDUREV.2012.11.003

Sumanto. (2014). Psikologi umum : untuk mahasiswa, dosen, dan Masyarakat umum. CAPS (Senter of Academic Publishing servis).

Tessier, D., Sarrazin, P. G., & Ntoumanis, N. (2010). The Effect of an Intervention to Improve Newly Qualified Teachers’ Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education. Contemporary Educational Psychology, 35(4), 242–253.

Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. In Educational Research Review (Vol. 9, pp. 1–15). https://doi.org/10.1016/j.edurev.2012.11.004

Torff, B. (2005, December). Getting it wrong on threats to teacher quality. Kappan.

Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431–439.

Vitoria, L., Mislinawati, M., & Nurmasyitah, N. (2018). Students’ perceptions on the implementation of e-learning: Helpful or unhelpful? Journal of Physics: Conference Series, 1088. https://doi.org/10.1088/1742-6596/1088/1/012058