Summary of "SIDANG TERBUKA PROMOSI DOKTOR | TITI HENDRAWATI & ENDANG SONDARI"

Summary of the Video: SIDANG TERBUKA PROMOSI DOKTOR | Titi Hendrawati & Endang Sondari

Overview

The video captures the open doctoral promotion sessions (Sidang Terbuka Promosi Doktor) for two candidates, Dr. Titi Hendrawati and Dr. Endang Sondari, at the Islamic University of Nusantara (Uninus), Bandung. Both candidates defended their dissertations in educational science with focuses on educational management and non-formal education management, respectively. The session includes dissertation presentations, academic questioning by examiners, responses from candidates, and concluding remarks, followed by the official conferment of doctoral degrees.

Main Ideas and Lessons

1. Doctoral Promotion Process

The session is formal and includes:
- Presentation of the dissertation by the candidate.
- Academic accountability statements by promoters.
- Questioning, objections, and rebuttals by internal and external examiners.
- Closing remarks and official awarding of doctoral degrees.
Emphasis on scientific accountability, ethical academic standards, and the importance of defending the dissertation thoroughly.
The role of the promoter team and examiners in guiding and evaluating the candidate’s work.

2. Dr. Titi Hendrawati’s Dissertation:

Title: Implementation of Organizational Learning in Improving the Performance of Private Universities (Case Study at Pelita Bangsa University and Islamic University 45 Bekasi)

Background: Private universities face challenges such as low performance, accreditation quality, non-linear educational backgrounds of lecturers, and limited funding.
Objectives:
- General: Describe and analyze the implementation of organizational learning to improve university performance.
- Specific: Analyze learning organization implementation, identify obstacles, and propose solutions.
Theoretical Framework: Based on theological, philosophical, and organizational theories including humanistic learning theory, organizational theory, performance management, and anatomical theory. Six value systems: theological, physiological, logical, aesthetic, ethical, and theological values.
Research Methodology: Qualitative descriptive approach with interviews, observations, and documentation at two universities.
Findings:
- Both universities apply organizational learning principles such as learning culture, transformational leadership, HR development, innovation, and collaboration.
- Developed a hypothetical model named the SECILO model (Socialization, Externalization, Combination, Internalization, Learning Organization), integrating tacit and explicit knowledge to improve university performance.
Recommendations:
- Universities should apply the SECILO model systematically.
- Emphasize continuous learning and adaptation across all units.
- Encourage collaboration and innovation to enhance competitiveness and fulfill higher education’s Tri Dharma (teaching, research, community service).
Examination Highlights: Questions on model novelty, implementation strategies, planning, evaluation, and relevance to national standards. Candidate demonstrated deep understanding and readiness to refine the model further.

3. Dr. Endang Sondari’s Dissertation:

Title: Non-Formal Education Management in Improving the Quality of Marginalized Communities in the Millennial Era (Case Study at PKBM Negeri 17 and PKBM Negeri 04 North Jakarta)

Background: Marginalized communities are often overlooked, facing challenges like school dropouts, low motivation, limited access, and social-cultural barriers.
Objectives:
- General: Analyze non-formal education management to improve marginalized communities’ quality.
- Specific: Study planning, organizing, implementation, supervision, obstacles, and solutions.
Theoretical Framework: Theological basis from Qur’an and Hadith, philosophical humanism, and management theories. Concepts of educational management, non-formal education, and community learning.
Research Methodology: Qualitative descriptive case study using interviews, observations, and documentation at two PKBM centers.
Findings:
- PKBM centers implement good governance and community-based learning emphasizing cooperation and participation.
- Developed a novel strategy “WE” formula: We are Creative, Innovative, Skilled, and Trustworthy, integrated with six value systems (theological, ethical, logical, physiological, teleological).
- Non-formal education complements formal education by empowering marginalized groups with skills and independence.
Challenges Identified: Community resistance to change, low motivation, lack of professionalism among educators, and social-economic obstacles.
Recommendations:
- Enhance collaboration with community stakeholders, families, and educational units.
- Improve tutor roles as motivators and facilitators.
- Design learning programs based on community needs to sustain lifelong learning.
Examination Highlights: Discussions on marginalized community definitions, millennial generation characteristics, poverty data, and educational management challenges. Candidate showed strong commitment and clarity in addressing social issues through education.