Templates
Indexed by
Citedness
COVID-19 has disrupted all aspects of human life. To mitigate the impact of Cthe pandemic, several efforts have been taken, including by Indonesian scholars abroad. This book entitled Indonesia Post-Pandemic Recovery Outlook: Social Perspectives explores social issues and topics related to the COVID-19 pandemic and discusses post-pandemic recovery efforts in Indonesia.
Comprising of 15 chapters, this book is divided into three parts. The first part, Indonesia and COVID-19 recovery: an international political economy lens, focuses on Indonesia's role in responding to international issues and the global political economy during the pandemic and post-pandemic period. Second, Indonesia and COVID-19 recovery: socio-cultural perspectives, discusses the impact of the pandemic, government policies, and activism from marginalized
and vulnerable social groups, including people in urban slum areas, women, migrant workers, persons with disabilities, and traditional arts workers. The last part, Indonesia and COVID-19 recovery: insight for future education, explores the future of education in post-pandemic Indonesia with all aspects that need to be considered, including access to technology, the importance of digital literacy, and innovation regarding methods and the potential of metaverse education in emergency situations.
We hope that this book can be a valuable reference for stakeholders, policymakers, as well as society to recover from the pandemic crisis and find better solutions to benefit future generations.
Muhammad Ammar Hidayahtulloh is a Ph.D. candidate at the School of Political Science and International Studies, the University of Queensland, Australia. His research focuses on gender politics, disability rights, and ASEAN Studies. Previously, he was a researcher at the ASEAN Studies Center of Universitas Muhammadiyah Yogyakarta, Indonesia. In the Overseas Indonesian Students Association Alliance (OISAA), he serves as the Head of the Socio-Cultural Protection Commission under the Directorate of Research and Studies in 2021–2022. Email: m.hidayatulloh@uqconnect.edu.au and Twitter: @muhammadammarh_.
Irawan Jati is a Ph.D. candidate at the School of Political Science and International Studies, the University of Queensland, Australia. His research focuses on the right to asylum norm of refugees in Southeast Asia. In addition, his research interests include human security and ASEAN politics. Jati has his B.A of International Relations from Universitas Muhammadiyah Yogyakarta, Master of Business Law from Universitas Gadjah Mada, and Master of Strategic Studies from the Australian National University. Previously, he served as the Head of the Department of International Relations, Universitas Islam Indonesia. In the Overseas Indonesian Students Association Alliance (OISAA), Irawan serves as the Head of the International Commission under the Directorate of Research and Studies in 2021–2022. Email: i.jati@uqconnect.edu.au.
Dadan Sumardani is an educator and researcher who specializes in Science and Physics. He is interested in researching learning activities for Science Learning, building an Instructional Design (e.g., AR/VR, & E-Learning), and investigating Educational Technology. He is also interested in the issues of Freirean Critical Pedagogy (especially Ecopedagogy), Teaching Philosophy, Computational Thinking, and Cognitive Development in Math and Physics. He holds a master’s degree in education from National Chiayi University and works as an assistant research fellow funded by MOST Taiwan. Currently, he is affiliated in the Graduate Institute of Science Education, National Taiwan Normal University. His research works have been published in various reputable publishers, such as Taylor & Francis and Springer Nature. Email: dansu.sumardani@gmail.com and website: www.dadansumardani.com.
Ayu Heryati Naqsabandiyah was graduated from Department of International Relations, Universitas Muhammadiyah Yogyakarta. She was awarded the best graduate at the International Relations department and the Faculty of Social and Political Science, Universitas Muhammadiyah Yogyakarta. In addition, she has worked as a teaching assistant in the same department for two years. Currently, she is studying at the International Master’s Program in Asia-Pacific Studies, National Chengchi University, Taiwan, as an awardee of Taiwan’s government scholarship. Her research interests include security, energy, and environmental related issues in International Relations studies. Email: ayu.hnaqsa@gmail.com.
Muhammad Ibrahim Arfah, known as Baim, is a third-year undergraduate student at the Department of Aqidah and Philosophy, Faculty of Theology, Al-Azhar University, Egypt. He is interested in researching Indonesia’s diplomacy in the eyes of the world and its reciprocal impact. Baim has several published articles and is one of the recipients of the Kuwait Office of Charity Project (بيت الزكاة الكويتى) scholarship, Cairo. Email: ibrahimarfah28@gmail.com.
M. Solahudin Al-Ayubi is a final year student majoring in International Relations at the University of Muhammadiyah Malang. His research focuses on international strategy and diplomacy, including international sustainable development and foreign policy. He currently serves as a member of the International Relation Commission staff under the Division of Research and Study of Overseas Indonesian Students Association Alliance (OISAA). He is acknowledged as UMM’s most outstanding student and recipient of various awards such as the Erasmus+ ICM scholarship program in the school of Political Science and International Relations at University Beira Interior Portugal, Indonesian International Student Mobility Awards (IISMA) in the College of Social Science at the University of Glasgow from Director-General of Higher Education, Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia, TF-SCALE scholar at Polytechnic Singapore from Temasek Foundation, and Workshop Diplomacy Awards as a delegate from The Ministry of Foreign Affairs. Email: solah150698@gmail.com.
Alwin Adityo obtained his Bachelor of Economics (S.E.) from the University of Indonesia and is now pursuing a master’s degree in Public Administration (MPA) at Harvard Kennedy School, Harvard University. Alwin is interested in financial sector issues at the intersection of technology and climate risk. Alwin was a speaker at the 2019 Indonesia Development Forum (IDF) and the 2020 Young Scholars Initiatives (YSI) Plenary on New Economic Questions. Email: alwinadityo@hks.harvard.edu.
Giovani Gracianti is a Ph.D. candidate at the Centre for Actuarial Studies, University of Melbourne, Australia. She is a recipient of the Australia Awards Scholarship and the Allison Sudradjat Prize from the Australian Government. She has a double bachelor’s degree in Applied Mathematics and Informatics Engineering from Universitas Pelita Harapan, Indonesia. She also has two master’s degrees: A Master of Science in Numerical Techniques for Finance from the University of Nottingham, UK, and a Master of Actuarial Science from the University of Waterloo, Canada. She has previously been involved in the Risk management, Economic sustainability, and Actuarial science Development in Indonesia (READI) project through the initiatives of the Canadian Government. In 2018, she became the first Executive Director of the Society of Actuaries of Indonesia (Persatuan Aktuaris Indonesia, PAI). Email: giovani.gracianti@gmail.com.
Cecep Hermawan is currently pursuing a master’s degree in Environmental Management and Policy at the International Institute for Industrial and Environmental Economics, Lund University in Sweden. He obtained a Bachelor of Arts in International Relations from Universitas Padjadjaran, Bandung, in 2018. Right after graduation, he worked for a consulting company, PT YouGov Consulting Indonesia, and PT SMBC Business Consulting Services Indonesia, until July 2021. During his career in consulting, he became an expert on foreign direct investment in the natural resources sector in Indonesia and neighboring South-East Asian countries. His main research interests include economic valuation of environmental change, circular economy, and balanced growth in the developing economy. In addition to that, as a certified asset manager, he is currently running a small Venture Capital called HF&Co. which pools funds from capital owners and disburses them to the potential SMEs in Indonesia with decent annual growth of Asset Under Management (AUM). Email: cecephermawan9997@gmail.com.
Taufik Kurrahman is currently pursuing his Ph.D. program in shipping and transportation management at the National Taiwan Ocean University. He studied international relations at Universitas Muhammadiyah Yogyakarta, where he obtained his diploma degree in 2019. He earned his master’s degree in business administration at Asia University, Taiwan, in 2021. His main research interests include corporate sustainability, corporate sustainability transition, corporate resilience, corporate supply chain resilience, human resource management, green human resource management, and sustainable human resource management. He published two research articles in the SSCI indexed journal of Industrial Management and Data Systems and Management of Environmental Quality. In 2021, he was awarded the Excellent Doctoral Scholarship from the Ministry of Science and Technology, Taiwan. Email: tkurrahman51@gmail.com.
Widya Puspitasari is currently working as a junior researcher at Europa-Universität Flensburg, Germany, and pursuing her Ph.D. studies in European Studies. She was selected as an awardee for EIZ Scholarship from Konrad-Adenauer Political for her master’s degree and doctoral studies. Her research focus and expertise are in EU politics and policies, particularly on the practices of informal decision-making. In addition, her research interests also include environmental politics, gender issues, and human rights. Email: jsempocahontas@gmail.com.
Fauziah Mayangsari graduated from Australian National University with a Master of Asian and Pacific Studies. She also receives Australia Awards Scholarship for her master’s degree. Throughout her study, she has focused her research on Indonesian studies, particularly on politics, social movements, and gender issues. Maya is currently working in a human rights-based NGO. Email: mayangsr@outlook.com.
Muhammad Maulana Iberahim currently works at International Organization for Migration – United Nations Migration Agency, Regional Office for Asia and the Pacific, as Regional Media and Communications Support Officer. He holds a Master of Arts in Asia-Pacific Studies from Thammasat University and a Bachelor of Arts in Political Science (International Relations) from Universitas Muhammadiyah Yogyakarta. He was an awardee of the Thailand International Postgraduate Program, a scholarship under the Thailand International Cooperation Agency, Ministry of Foreign Affairs. He is also a researcher at Indonesian Community for European Studies. His research interests revolve around international relations, area studies, and political economy. Email: iberahims@live.com.
Mansurni Abadi is a post-graduate student at the Institute of Ethnic Studies, the National University of Malaysia, and works for Embode International as Assistant Researcher. He was an awardee UKM Scholarship and Rotary Club Malaysia Scholarship. He holds a Bachelor of Economics from the Institute of Business and Informatic Darmajaya Lampung. He is also active in several organizations such as Muhammadiyah Malaysia and Singapore as a social worker, Overseas Indonesia Student Association as a member of the research division (Ditlitka) 2021/2021, and UKM Graduate Ambassador as vice-president 2020/2021. Email: mansurni@embode.co.
Faris Rahmadian is a researcher and a Ph.D. student at Public Administration and Policy Group, Wageningen University & Research. His research interests focus on human interactions and political and global environmental change. He studies political ecology, social and environmental policy, public governance, and rural development. His recent projects focus on strengthening sustainable instruments in the palm oil sector to tackle deforestation and illegal expansion, as well as protect the rights of smallholders, indigenous, and marginalized peoples. Email: farisrahmadian@gmail.com.
Diah Febri Utami is a student of Philosophy and Cognitive Science, Vienna University, Austria, focusing on Philosophy Mind and Philosophy of Technology. Bringing the topic of ‘The Direct Perception of The Robot’s Anthropomorphism,’ Utami was appointed as a speaker at the National Symposium on Nusantara Philosophy in November 2020. Her latest works are ‘Philosophy in Technology, Ecology, and Cognition’ and ‘Mozaik Philosophy’ in which she wrote about the relationship between science and magic. Currently, Utami is involved in research on The Intelligence of Motor Control, which focuses on the independence of the motor representation of action. Email: diahfebriutami@gmail.com.
Rania Chairunnisa Qisti is a student majoring in Human Communication at Universiti Putra Malaysia. She has various organizational experience since serving as Secretary-General in 2021/2022 at the Indonesian Student Association Malaysia, Vice Chief of the Education Commission at the Directorate of Research and Studies, Overseas Indonesian Students Association Alliance (OISAA), and the Advisory Council for the Indonesian Student Association Malaysia 2021/2022. She regularly handles social and academic activities in the organization. Furthermore, she has writing, teaching, and mentoring skills since working as a teacher in Secondary and High School in Indonesia. She recently published a book in collaboration with 185 other writers who are studying overseas. Email: raniachairunnisa@gmail.com.
Ferdian Sandika is a Nanjing University of Information Science and Technology student majoring in Economics and International Trade. He is a member of the Overseas Indonesian Student Alliance’s Education Commission’s Directorate of Research and Studies of 2021–2022, as well as the Founder of the education community Discite Institute. He is frequently interested in social activities, education, and creative skills, among other things. He is also capable of writing, teaching, and conducting effective communication. Email: admilferdian@gmail.com.
Afifah Muharikah is currently pursuing her doctoral degree in the School of Humanities, Languages, and Social Sciences, Griffith University, Brisbane, Australia. Her doctoral project investigates second language communication in an inclusive English classroom involving college students with autism. She is currently an Assistant Professor at Jakarta State Polytechnic, Indonesia. She has more than twelve years of teaching experience across all levels of education, including primary, secondary, and higher education. In 2021, she became the main editor of the Overseas Indonesian Student Association Alliance Series, Indonesia Emas Berkelanjutan 2045: Kumpulan Pemikiran Pelajar Indonesia Sedunia Seri 5 Pendidikan. Email: muharikah.afifah@gmail.com and Instagram: @koala.professor.
Oscar Karnalim is currently pursuing a Ph.D. degree from the University of Newcastle, Australia. He is now an Assistant Professor at Maranatha Christian University, Indonesia. His primary research interest includes educational computing and academic integrity. He has published 86 papers, of which 49 are indexed in Scopus, and five are published in reputable journals with impact factors. He also serves as a reviewer for many journals and conferences, including IEEE Access, CAE (Wiley), Heliyon, ACM ITiCSE, IEEE SMC, and IEEE EDUCON. Email: oscar.karnalim@it.maranatha.edu.
Sunarto Natsir is a student in a master’s program in education management, at Anadolu University, Turkey. He is a teacher at SMP Negeri 5 Budong-budong, Mamuju Tengah, Sulawesi Barat. Some of his publications focus on the issue of education in remote areas, following his awareness of the massive gap in quality and educational facilities in cities and villages. His focus on equal distribution of education prompted him to establish the Mandar Goes Abroad platform. This institution is a forum for information on scholarships and education abroad for students in Eastern Indonesia. Besides writing scientific articles on education, he often writes fiction stories. He won several short story competitions at the national level. Email: sunarto.ind@gmail.com.
Sari Puspita Dewi, LPDP Scholarship awardee, is currently working full-time on her Ph.D. in Humanities and Languages at UNSW Sydney, Australia. She is also active in the Overseas Indonesian Students Association Alliance (PPI Dunia) and Keluarga Pelajar Islam Indonesia (KPI) Sydney. She is an Assistant Professor in the English Language at Politeknik Negeri Jakarta and has been a translator since she was a bachelor student. Sari received a bachelor’s degree in English Language and Teacher Training from Universitas Negeri Jakarta and a Cum Laude Judicium in master’s degree in the same field from the same university. Her research areas of interest are English for Specific Purposes, translation studies, and ICT. Email: sari.puspitadewi@grafika.pnj.ac.id
Kevin Limanta is a Ph.D. student in mathematics at the University of New South Wales (UNSW) Sydney. His research area lies in algebraic combinatorics and harmonic analysis. He has an interest in mathematics education, especially in college mathematics education. Email: limanta93@gmail.com.
Arum Restu Widyasti obtained her bachelor’s degree from Yogyakarta State University and is currently pursuing a master’s degree in the Department of Chemistry, Chulalongkorn University, Thailand. She majored in Organic Chemistry, concentrating on isolation work from natural products. Her interest in isolation work from natural products began during her 6th semester of the undergraduate program when she had the opportunity to study abroad for the first time in Thailand. She was an exchange student at Prince of Songkla University, Thailand. She specifically learned about the isolation from a marine-derived fungus. Email: aroemrestu@gmail.com.
Nur Ichsan Sumardani is M.Ed. Candidate in Natural Science Education, Universitas Pendidikan Indonesia. Ichsan obtained a Bachelor of Science in Physics at the UIN Sunan Gunung Djati Bandung, Indonesia. He is interested in conducting research on learning activities for Science and Physics. He is also interested in the issues of Immersive Technology, such as 3D Printing and Virtual Reality. Email: ichsan.sumardani@gmail.com and website https://sites.google.com/view/nur-ichsan-sumardani/.
Muhammad Aswin Rangkuti is a physics education researcher focused on investigating students’ difficulties and challenges in understanding physics equations, mostly expressed in mathematical expressions. In addition, he is also involved in STEM research which develops physics teaching concepts for interdisciplinary learners such as biology, chemistry, and engineering. Aswin is a physics lecturer at the Department of Physics, Universitas Negeri Medan. He is now on leave and pursuing his Ph.D. in didactics of physics at the Department of Science Education, University of Copenhagen, Denmark. His research focused on learning challenges in the interplay between physics and mathematics with the case of the wave equation. Email: aswin_ray@unimed.ac.id.
Muhammad Luthfi Hidayat is a Ph.D. student in Information Systems at FCIT, King Abdulaziz University, Saudi Arabia. His research focused on Conversation Recommendation Systems (CRS) in higher education. Luthfi works as a lecturer and researcher at the Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia. He also published some research articles and was a reviewer or editor in several international journals in higher education teacher training and biology learning technology. Email: m.luthfi@ums.ac.id.
Bessel, S., & Bexley A. (2021). Deepening multidimensional poverty: The impacts of COVID-19 on vulnerable social groups. In Lewis, B., & Witoelar, F. (eds) Economic Dimensions of Covid-19 in Indonesia Responding to the Crisis. ISEAS.
Central Bureau of Statistics. (2021). Persentase Penduduk Miskin September 2020 Naik Menjadi 10.19 Persen. https://www.bps.go.id/pressrelease/2021/02/15/1851/persentase-penduduk-miskin-september-2020-naik-menjadi-10-19-persen.html#:~:text=
Herdiawan, J. (2020). Pemulihan Ekonomi Optimis Terwujud di 2021. Bank Indonesia. https://www.bi.go.id/id/publikasi/ruang-media/news-release/Pages/sp_229020.aspx%0ANo.22/90/DKom
Hidayahtulloh, M. A., (2021, December 2). Women have been hit harder by the pandemic. As Indonesia assumes leadership of the G20, it has a chance to do something about the problem. Indonesia at Melbourne. https://indonesiaatmelbourne.unimelb.edu.au/women-have-been-hit-harder-by-the-pandemic-as-indonesia-assumes-leadership-of-the-g20-it-has-a-chance-to-do-something-about-the-problem/.
IMF. (2022). COVID-19 Financial Assistance and Debt Service Relief. https://www.imf.org/en/Topics/imf-and-COVID19/COVID-Lending-Tracker
Ing, L. Y., & Vadila, Y. (2022). COVID-19: Impacts on Indonesia’s Trade. ERIA Discussion Paper Series, 415, 1–34.
Lewis, B., & Witoelar, F. (2021). Economic Dimensions of Covid-19 in Indonesia Responding to the Crisis. ISEAS.
Ministry of Finance. (2021). Policy Brief: The Impact of COVID-19 on Child Poverty and Mobility in Indonesia. https://www.unicef.org/indonesia/coronavirus/reports/policy-brief-COVID-19-impact-poverty-mobility-indonesia
Nainggolan, E. U. (2020). Strategi Kebijakan Pemulihan Ekoomi Nasional (PEN). Kemenkeu. https://www.djkn.kemenkeu.go.id/artikel/baca/13287/Strategi-Kebijakan-%0APemulihan-Ekonomi-Nasional.htm
Suryahadi, A., Al Izzati, R., & Suryadarma, D. (2020). Estimating the impact of COVID-19 on poverty in Indonesia. Bulletin of Indonesian Economic Studies, 56(2), 175-192. https://doi.org/10.1080/00074918.2020.1779390
UN. (2020). UN Research Roadmap for the COVID-19 Recovery: Leveraging the Power of Science for a More Equitable Resilient and Sustainable Future. https://www.un.org/en/pdfs/UNCOVID19ResearchRoadmap.pdf
UN. (2021). United Nations Comprehensive Response to COVID-19: Saving Lives, Protecting Societies, Recovering Better. https://doi.org/10.18356/9789210053754c002
WHO. (2022). WHO Coronavirus (COVID-19) Dashboard. https://COVID19.who.int/
World Bank. (2022). Global Growth to Slow through 2032, Adding to Risk of “Hard Landing” in Developing Economies. World Bank. https://www.worldbank.org/en/news/press-release/2022/01/11/global-recovery-economics-debt-commodity-inequality.print
BBC. (2022, January 24). COVID vaccines: How fast is progress around the world? BBC https://www.bbc.com/news/world-56237778
Beattie, P. (2019). Ideology, values, and foreign Policies. In Oxford Bibliographies. https://doi.org/10.1093/obo/9780199743292-0262
Beaumont, P. (2021, May 30). Vaccine inequality is exposed by dire situations in world’s poorest nations. The Guardian. https://www.theguardian.com/world/2021/may/30/vaccine-inequality-exposed-by-dire-situation-in-worlds-poorest-nations
Bhattacherjee, K. (2021, December 23). India gives 1 million COVID-19 vaccine doses to Myanmar. The Hindu. https://www.thehindu.com/news/national/india-gives-1-million-COVID-19-vaccine-doses-to-myanmar/article38015840.ece
Bloomberg. (2021, November 29). Xi pledges a billion more vaccines for Africa in wake of Omicron. Bloomberg. https://www.bloomberg.com/news/articles/2021-11-29/china-s-xi-pledges-additional-1-billion-vaccine-doses-to-africa
Burchill, S., Linklater, A., Devetak, R. A., Donnelly, J., Paterson, M., Reus-Smit, C., & True, J. (2005). Theories of international relations (3rd ed., p. 26). Palgrave MacMillan.
Byrd, Meagan. (2021). G20 performance on health. October 20. Accessed February 25, 2022. https://www.globalgovernanceproject.org/g20-performance-on-health-3/.
Cooper, Andrew F., & Ramesh Thakur. (2013). The Group of Twenty (G20). New York: Routledge.
Eleveld, A. (2016). The role of ideas in policy and institutional change: A comparison of the open functional approach, constructivism, and discourse theory. Political Studies, 64(1), 70–87. https://doi.org/10.1111/1467-9248.12207
Finnemore, M. (1993). International organizations as teachers of norms: The United Nations educational, scientific, and cultural organization and science policy. International Organization, 47(4), 565–597. https://doi.org/10.1017/S0020818300028101
Frederking, B., & Patane, C. (2017). Legitimacy and the UN Security Council agenda. American Political Science Association, 50(2), 347–353. https://doi.org/10.1017/S104909651600278X
G20. (2019, October 20). Okayama declaration of the G20 Health Ministers. The Government of Japan. https://www.mhlw.go.jp/seisakunitsuite/bunya/hokabunya/kokusai/g20/health/img/G20Okayama_HM_EN.pdf
G20. (2020). Communiqué: “Virtual meeting of the G20 Finance Ministers and Central Bank Governors”. Accessed February 20, 2022. http://www.g20.utoronto.ca/2020/2020-g20-finance-0415.html#a1.
G20. (2021, May 21). Rome declaration. G20 Research Group. http://www.g20.utoronto.ca/2021/210521-rome-declaration.html
G20. (2021a). President Joko Widodo to receive G20 Presidency from Italy. October 29. Accessed February 20, 2022. https://g20.org/hadiri-ktt-g20-roma-presiden-jokowi-siap-terima-presidensi-g20-dari-italia/
G20. (2021b). President Joko Widodo encourages G20 to strengthen global health architecture for economic recovery. October 31. Accessed February 20, 2022. https://g20.org/presiden-joko-widodo-dorong-g20-perkuat-arsitektur-kesehatan-global-untuk-pemulihan-ekonomi/
G20. (2022a). G20 health and finance leaders emphasize the importance of strengthening the global health architecture. February 17. Accessed February 20, 2022. https://g20.org/g20-health-and-finance-leaders-emphasize-the-importance-of-strengthening-the-global-health-architecture/
G20. (2022b). G20 Presidency of Indonesia recover together, recover stronger. Accessed January 28, 2022. https://g20.org/.
G20. (2022c). High-level forum: Indonesia’s G20 Presidency to be catalyst for economic transformation. February 24. Accessed March 01, 2022. https://g20.org/high-level-forum-indonesias-g20-presidency-to-be-catalyst-for-economic-transformation/
Griffiths, M. E. (2009). Fifty key thinkers in international relations (2nd ed.). Routledge.
Grigorescu, A. (2002). European institutions and unsuccessful norm transmission: The case of transparency. International Politics, 39(4), 467–489. https://doi.org/10.1057/palgrave.ip.8892005
Hemmer, C. & Katzenstein, P. J. (2002). Why is there no NATO in Asia? Collective identity, regionalism, and the origins of multilateralism. International Organization, 56(3), 575–607. https://doi.org/10.1162/02081802760199890
Hermawan, Yulius P. (2021). Indonesia and the G20 gearing up for a more inclusive, sustainable and robust recovery. October 21. Accessed February 21, 2022. https://www.globalgovernanceproject.org/indonesia-and-the-g20-gearing-up-for-a-more-inclusive-sustainable-and-robust-recovery/.
ILO. (2020). ILO Monitor: COVID-19 and the World of Work. Third edition: Updated Estimates and Analysis. Accessed February 21, 2022. https://www.ilo.org/wcmsp5/groups/public/—dgreports/—dcomm/documents/briefingnote/wcms_743146.pdf.
Jepperson, R., Wendt, A., & Katzenstein, P. J. (1996). Norms, identity, and culture in national security. In Katzenstein, P. J. (Ed.), The culture of national security: Norms and identity in world politics (pp. 33–75). Columbia University Press.
Johnson, T. (2020). Ordinary patterns in an extraordinary crisis: How international relations makes sense of the COVID-19 pandemic. International Organization, 74(1), 148–168. https://doi.org/10.1017/S0020818320000430
Kemenkeu. (2021, October 15). Hadiri Pertemuan G20, Menkeu Siap Lanjutkan Tonggak Presidensi Menuju Pemulihan Lebih Kuat dan Merata. Accessed February 20, 2022. https://www.kemenke.go.id/publikasi/berita/hadiri-pertemuan-g20-menkeu-siap-lanjutkan-tonggak-presidensi-menuju-pemulihan-lebih-kuat-dan-merata/.
Knight, W. Andy. (2019). “The Nexus Between Vulnerabilities and Violence in the Caribbean.” Third World Quarterly 40 (2) 405–424.
Knight, W. Andy., & Randolph B. Persaud. (2008). “Subsidiarity, Regional Governance and Caribbean Security.” Latin American Politics and Society 43 (1) 29–56.
Kominfo. (2022, March 4). Digital Transformation Expo G20 2022, Panggung Perjalanan Transformasi Digital Indonesia. Accessed March 05, 2022. https://kominfo.go.id/content/detail.40372/siaran-pers-no-74hmkominfo0320222-tentang-digital-transformation-expo-g20-2022-panggung-perjalanan-transformasi-digital-indonesia/0/siaran_pers.
Kottasová, I. &. Picheta, R. (2021, November 5). Greta Thunberg slams COP26 as a ‘failure’ at youth protest in Glasgow. CNN. https://edition.cnn.com/2021/11/05/europe/cop26-youth-protests-friday-intl/index.html
Luckhurst, J., Ertl, V., Fleurbaey, M., Grimalda, G., Kirton, J., Knight, W. A., Reddy, K. S., Sidiropoulos, E., & Thomas, M. (2020a). Policy brief transversal G20 response to COVID-19: Global governance for economic, social, health, and environmental resilience task force 11 COVID-19: Multidisciplinary approaches to complex problems. Saudi Arabia: T20 Saudi Arabia.
Luckhurst, J., Ertl, V., Fleurbaey, M., Grimalda, G., Kirton, J., Knight, W. A., Reddy, K. S., Sidiropoulos, E., & Thomas, M. (2020b). Transversal G20 response to COVID-19: Global governance for economic, social, health, and environmental resilience. https://www.g20-insights.org/policy_briefs/transversal-g20-response-to-COVID-19-global-governance-for-economic-social-health-and-environmental-resilience/.
Machida, S. (2009). Globalization and the legitimacy of intergovernmental organizations. International Studies, 46(4), 371–400. https://doi.org/10.1177/002088171004600401
Maull, H. W. (2020). Multilateralism: Variants, potential, constraints, and conditions for success. German Institute for International and Security Affairs.
Modak, Purvaja. (2021). G20’s Leadership for Global Health Security and Pandemic Preparedness. October 05. Accessed February 26, 2022. http://www.g20.utoronto.ca/biblio/modak-G20-leadership-for-global-health-security.html.
Mwai, P. (2021, December 31). COVID-19 vaccinations: African nations miss WHO target. BBC. https://www.bbc.com/news/56100076
Nielson, D. L. (2006). Bridging the rationalist–constructivist divide: Re-engineering the culture of the World Bank. Journal of International Relations and Development, 9(2), 107–139. https://doi.org/10.1057/palgrave.jird.1800084
Park, S. (2006). Theorizing norm diffusion within international organizations. International Politics, 43(3), 342–361. https://doi.org/10.1057/palgrave.ip.8800149
Permadi, Dedy. (2021). Connectivity, Digital Literacy, and Data Flow as Indonesia’s Priority Issues in the G20 Digital Economy Working Group. December 10. Accessed March 1, 2022. https://kominfo.go.id/content/detail/38652/siaran-pers-no-438hmkominfo122021-tentang-connectivity-digital-literacy-and-data-flow-as-indonesias-priority-issues-in-the-g20-digital-economy-working-group/0/siaran_pers.
Pribadi, Agung. (2022). Urgensi Transisi Energi dalam Presidensi G20 Indonesia. January 06. Accessed Marh 1, 2022. https://www.esdm.go.id/en/media-center/news-archives/urgensi-transisi-energi-dalam-presidensi-g20-indonesia.
Rokom. (2021, December 17). Memperkuat Arsitektur Kesehatan Global, Agenda Utama Sektor Kesehatan Presidensi G20. Accessed February 20, 2022. https://sehatnegeriku.kemkes.go.id/baca/rilis-media/20211217/3139002/memperkuat-arsitektur-kesehatan-global-agenda-utama-sektor-kesehatan-presidensi-g20/
Ruggie, J. G. (1992). Multilateralism: The anatomy of institution. International Organization, 46(3), 561–598. https://www.jstor.org/stable/2706989
Satoshi, M. (2009). Globalization and the legitimacy of intergovernmental organizations. International Studies, 46(4), 371–400. https://doi.org/10.1177/002088171004600401
Schraer, R. (2021, December 3). New Omicron variant: Are low vaccination rates in South Africa a factor? BBC. https://www.bbc.com/news/59462647
Sharun, K. (2021). COVID-19 vaccine diplomacy and equitable access to vaccines amid ongoing pandemic. Archives of Medical Research, 52(7), 761–763. https://doi.org/10.1016/j.arcmed.2021.04.006
Sjursen, H. (2004). On the identity of NATO. The Transatlantic Relationship, 80(4), 687–703. https://doi.org/10.1111/j.1468-2346.2004.00411.x
Tallberg, J. &. Zürn, M. (2019). The legitimacy and legitimation of international organizations: Introduction and framework. The Review of International Organizations, 14, 581–606. https://doi.org/10.1007/s11558-018-9330-7
The Government of Italy. (2021, December 6). People, planet, prosperity: The Italian G20 finance track. Ministero dell’Economia e delle Finanze. https://www.mef.gov.it/en/focus/People-planet-prosperity-The-Italian-G20-Finance-track-00001/
The Government of Saudi Arabia. (2019, December 1). Overview of Saudi Arabia’s 2020 G20 Presidency. G20 Research Group. http://www.g20.utoronto.ca/2020/2020-Presidency_Agenda-V5.pdf
The Government of Saudi Arabia. (2020, November 25). Saudi Arabia’s G20 Presidency. The Government of Saudi Arabia. https://www.my.gov.sa/wps/portal/snp/content/TheSaudiG20Presidency#header2_1
UNFCCC. (2015). Paris agreement. United Nations Climate Change. https://unfccc.int/files/meetings/paris_nov_2015/application/pdf/paris_agreement_english_.pdf
UNICEF. (2021a, October 27). G20 members have received 15 times more COVID-19 vaccine doses per capita than sub-Saharan African countries. UNICEF. https://www.unicef.org/press-releases/g20-members-have-received-15-times-more-COVID-19-vaccine-doses-capita-sub-saharan
UNICEF. (2021b, November 12). Canada donates nearly 2 million doses of COVID-19 vaccines to Uganda. UNICEF. https://www.unicef.org/uganda/press-releases/canada-donates-nearly-2-million-doses-COVID-19-vaccines-uganda
United Nations. (2021). Peace, dignity, and equality on a healthy planet. United Nations. https://www.un.org/en/about-us/un-charter/chapter-1
Viotti, P. R. (2013). International relations world politics (5th ed.). Pearson.
voi. 2022. Accelerating Energy Transition In G20 Presidency, Indonesia Floods Support From International Organizations. February 10. Accessed March 1, 2022. https://voi.id/en/economy/133321/accelerating-energy-transition-in-g20-presidency-indonesia-floods-support-from-international-organizations.
WHO. (2021a, October 7). Archived: ACT-Accelerator Funding Tracker. WHO. https://www.who.int/initiatives/act-accelerator/funding-tracker
WHO. (2021b, October 15). Germany supports the Philippines with first 844,800 COVID-19 vaccine doses via COVAX. WHO. https://www.who.int/philippines/news/detail/15-10-2021-germany-supports-the-philippines-with-first-844-800-COVID-19-vaccine-doses-via-covax
WHO. (2022, January 13). Access to COVID-19 tools funding commitment tracker. WHO. https://www.who.int/publications/m/item/access-to-COVID-19-tools-tracker
Zehfuss, M. (2009). Identity change? Wendt’s constructivism and German military involvement abroad. In M. Zehfuss, Constructivism in international relations: The politics of reality. Cambridge University Press.
Zelicovich, J. (2021). Are there still shared values to sustain multilateralism? Discourse in World Trade Organization reforms debates. Third World Quarterly, 1–20. https://doi.org/10.1080/01436597.2021.2008796
Al Faqir, A. (2020, September 16). Penggunaan energi terbarukan di Indonesia baru 19,5 persen dari target 23 persen. Merdeka. https://www.merdeka.com/uang/penggunaan-energi-terbarukan-di-indonesia-baru-195-persen-dari-target-23-persen.html#:~:text=Jakarta-
American Council for an Energy-Efficient Economy. (2020, September 10). Report: Low-income households, communities of color face high “energy burden” entering recession. American Council for an Energy-Efficient Economy. https://www.aceee.org/press-release/2020/09/report-low-income-households-communities-color-face-high-energy-burden
Anggoro, W. D. (2022, January 17). Indonesia earmarks Rp451 trillion for national economic recovery program in 2022. MSN.com. https://www.msn.com/id-id/berita/other/indonesia-earmarks-rp451-trillion-for-national-economic-recovery-program-in-2022/ar-AASQHu8
Antara. (2021, February 23). Govt highlights increased 2021 PEN budget to reach Rp699.43 trillion. Antara News. https://en.antaranews.com/news/168663/govt-highlights-increased-2021-pen-budget-to-reach-rp69943-trillion
Asen, E. (2020, September 23). Looking back on 30 years of carbon taxes in Sweden. Tax Foundation. https://taxfoundation.org/sweden-carbon-tax-revenue-greenhouse-gas-emissions/
Asian Development Bank. (2021, May). Climate risk country profile: Indonesia. https://www.adb.org/publications/climate-risk-country-profile-indonesia
Banerjee, A., & Duflo, E. (2019). Good economics for hard times. Public Affairs.
Basel Committee on Banking Supervision. (2021, April). Climate-related risk drivers and their transmission channels. Basel Committee on Banking Supervision. https://www.bis.org/bcbs/publ/d517.pdf
Burke, J., Fankhauser, S., & Bowen, A. (2020, May). Policy brief: Pricing carbon during the economic recovery from the COVID-19 pandemic. London School of Economics and Political Science. https://www.lse.ac.uk/granthaminstitute/wp-content/uploads/2020/05/Pricing-carbon-during-the-recovery-from-the-COVID-19-pandemic.pdf
Burtraw, D., Domeshek, M., & Keyes, A. (2020, May 4). Carbon Pricing 104: Economic Effects across Income Groups. Retrieved from Resources for the Future: https://media.rff.org/documents/Carbon_Pricing_104.pdf
Carattini, S., Kallbekken, S., & Orlov, A. (2019, January 16). How to win public support for a global carbon tax. Nature. https://www.nature.com/articles/d41586-019-00124-x
Carl, J., & Fedor, D. (2016). Tracking global carbon revenues: A survey of carbon taxes versus cap-and-trade in the real world. Energy Policy, 96, 50–77. https://doi.org/10.1016/j.enpol.2016.05.023
Che, P., Zhang, Y., & Lang, J. (2019, February 26). Emission-intensity-based carbon tax and its impact on generation self-scheduling. Multidisciplinary Digital Publishing Institute. https://www.mdpi.com/1996-1073/12/5/777
Congressional Research Service. (2019, July 16). The regional greenhouse gas initiative: background, impacts, and selected issues. Congressional Research Service. https://sgp.fas.org/crs/misc/R41836.pdf
Dushime, A. (2021, June 16). Addressing climate change through carbon taxes. Retrieved from World Economic Forum: https://www.weforum.org/agenda/2021/06/addressing-climate-change-through-carbon-taxes/
Ellichipuram, U. (2021, October 22). South Africa seeks financing to shift from coal power generation. Power Technology. https://www.power-technology.com/news/south-africa-coal-power/
Endarwati, O. (2021, August 2). 61 persen sumber listrik RI berasal dari pembangkit batu bara. IDX Channel. https://www.idxchannel.com/economics/61-persen-sumber-listrik-ri-berasal-dari-pembangkit-batu-bara
Gates, B. (2021). How to avoid a climate disaster: The solutions we have and the breakthroughs we need. Diversified Publishing.
Horowitz, J., Cronin, J. A., Hawkins, H., Konda, L., & Yuskavage, A. (2017, January). Methodology for analyzing a carbon tax. Office of Tax Analysis. https://www.treasury.gov/resource-center/tax-policy/tax-analysis/Documents/WP-115.pdf
Hsu, S. L. (2014). Case for a carbon tax: Getting past our hang-ups to effective climate policy. Birkhäuser.
Indonesian Coal Mining Association. (n.d.). About us. APBI ICMA. http://www.apbi-icma.org/about
Jaccard, M. (2020). The citizen’s guide to climate success: Overcoming myths that hinder progress. Cambridge University Press.
Klynveld Peat Marwick Goerdeler (KPMG). (2020, December 2). Indonesia: Government and institution measures in response to COVID-19. KPMG. https://home.kpmg/xx/en/home/insights/2020/04/indonesia-government-and-institution-measures-in-response-to-COVID.html
Malik, L. C. (2021, March). Energy outlook and energy saving potential in East Asia 2020. ERIA. https://www.eria.org/uploads/media/Books/2021-Energy-Outlook-and-Saving-Potential-East-Asia-2020/14_Ch.7-Indonesia.pdf
Murphy, R., Michaels, P. J., & Knappenberger, P. C. (2016, October 17). The case against a U.S. carbon tax. Cato Institute. https://www.cato.org/policy-analysis/case-against-us-carbon-tax
Nangoy, F., & Christina, B. (2022, January 7). EXPLAINER-How Indonesia, the world’s top thermal coal exporter, hit a supply crunch. Retrieved from Reuters: https://www.reuters.com/article/indonesia-coal-explainer-idAFL4N2TN0T4
Olson, M. (1971). The logic of collective action: Public goods and the theory of groups. With a new preface and appendix. Harvard Economic Studies.
Parry, I. (2019, December). Putting a price on pollution. IMF Finance and Development. https://www.imf.org/external/pubs/ft/fandd/2019/12/the-case-for-carbon-taxation-and-putting-a-price-on-pollution-parry.htm#:~:text=Because%20these%20taxes%20increase%20the,cleaner%20vehicles%2C%20among%20other%20things
Plumer, B., & Popovich, N. (2019, April 2). These countries have prices on carbon. Are they working? New York Times. https://www.nytimes.com/interactive/2019/04/02/climate/pricing-carbon-emissions.html
Rosengard, J. (1998). Property tax reform in developing countries. Kluwer Academic Publishers.
Simaputang, R., Pineda, J., & Murdjijanto, T. (2021, November 24). On Indonesia’s new carbon tax and its effectiveness at reducing greenhouse gas emissions. Devtech. https://devtechsys.com/insights/2021/11/24/on-indonesias-new-carbon-tax-and-its-effectiveness-at-reducing-greenhouse-gas-emissions/
Skolrud, T. (2019, April 3). Why agricultural groups fiercely oppose the carbon tax. The Conversation. https://theconversation.com/why-agricultural-groups-fiercely-oppose-the-carbon-tax-110248
Statista.com. (2021, December 1). Carbon taxes worldwide as of April 2021, by select country*. Statista.com. https://www.statista.com/statistics/483590/prices-of-implemented-carbon-pricing-instruments-worldwide-by-select-country/
Sterner, T., Carson, R. T., Somanathan, E., Whittington, D., Bonilla, J., & Haileselassie, M. (2020). Carbon pricing: Funding inclusive green transition through greenhouse gas pricing. DICE Report, 18(1), 3–8.
Stern, N. (2006). The Economics of climate change: The Stern review. Cambridge University Press.
Stiglitz, J., & Rosengard, J. (2015). Economics of the public sector. W.W. Norton Company, Inc.
Sumner, J., Bird, L., & Smith, H. (2009). Carbon taxes: A review of experience and policy design considerations. National Renewable Energy Laboratory. https://www.nrel.gov/docs/fy10osti/47312.pdf
Suroyo, G., & Nangoy, F. (2021, October 7). Indonesia passes a major tax overhaul bill, VAT, to rise next year. Reuters. https://www.reuters.com/world/asia-pacific/indonesian-parliament-vote-major-tax-overhaul-2021-10-06/
Tan, M. Z., & Muhammad, F. (2022, March 31). Indonesia is set to launch its pilot emissions trading scheme. Here’s what we know. The Conversation. https://theconversation.com/indonesia-is-set-to-launch-its-pilot-emissions-trading-scheme-heres-what-we-know-179968
U.S. Energy Information Administration. (2021, September 24). Indonesia overview. https://www.eia.gov/international/analysis/country/IDN
The United States Environmental Protection Agency. (n.d.). Causes of climate change. https://www.epa.gov/climatechange-science/causes-climate-change
Wen, C., Lovett, J. C., Rinawati, E., Arsanti, T. R., Suryani, S., Pandarangga, A., & Sagala, S. (2022). Household willingness to pay for improving electricity services in Sumba Island, Indonesia: A choice experiment under a multi-tier framework. Energy Research and Social Science, 88, 1–13. https://doi.org/10.1016/j.erss.2022.102503
World Bank. (2017). Carbon tax guide: A handbook for policy makers. World Bank Group. https://openknowledge.worldbank.org/handle/10986/26300
Aamoucke, R. (2016). Innovative start-ups and the distribution of human capital. Springer International Publishing.
Agrawala, S., Dussaux, D., & Monti, N. (2020). What policies for greening the crisis response and economic recovery?: Lessons learned from past green stimulus measures and implications for the COVID-19 crisis. OECD Environment Working Papers, No. 164. https://doi.org/10.1787/c50f186f/-en
Barbier, E. B. (2010). A global green new deal: Rethinking the economic recovery. Cambridge University Press.
Bappenas. (2021). Green recovery roadmap Indonesia 2021–2024. https://www.un-page.org/files/public/indonesia_green_recovery_roadmap_oct21.pdf
Brundtland, G. H. (1987). Report of the world commission on environment and development: Our common future. United Nations.
Büchs, M., Baltruszewicz, M., Bohnenberger, K., & Busch, J. (2020). Wellbeing economics for the COVID-19 recovery. WEAll Briefing Papers. Wellbeing Economy Alliance.
Dasgupta, P. (2021). The economics of biodiversity: The Dasgupta review. HM Treasury.
European Environment Agency. (2019). Resource efficiency and the circular economy in Europe 2019: Even more from less (26/2019). https://www.eea.europa.eu/publications/even-more-from-less
Evans, S., & Gabbatiss, J. (2021, April 7). Coronavirus: Tracking how the world’s ‘green recovery’ plans aim to cut emissions. Carbon Brief. https://www.carbonbrief.org/coronavirus-tracking-how-the-worlds-green-recovery-plans-aim-to-cut-emissions
Gomme, J., & Jungermann, U. (2018). SDG sector roadmaps: How to leverage the power of sectoral collaboration to maximize business impact on the sustainable development goals. World Business Council for Sustainable Development. https://docs.wbcsd.org/2018/04/SDG_roadmap%20Guidelines.pdf
International Monetary Fund. (2019). Fiscal monitor, October 2019: How to mitigate climate change. IMF Fiscal Affairs. https://www.imf.org/en/Publications/FM/Issues/2019/10/16/Fiscal-Monitor-October-2019-How-to-Mitigate-Climate-Change-47027
International Renewable Energy Agency. (2020, June 2). Renewables increasingly beat even cheapest coal competitors on cost. IRENA. https://www.irena.org/newsroom/pressreleases/2020/Jun/Renewables-Increasingly-Beat-Even-Cheapest-Coal-Competitors-on-Cost
Jackson, T. (2016). Prosperity without growth: Foundations for the economy of tomorrow. Taylor & Francis.
Li, Z., Farmanesh, P., Kirikkaleli, D., & Itani, R. (2021). A comparative analysis of COVID-19 and global financial crises: Evidence from US economy. Economic Research-Ekonomska Istraživanja, 1–15. https://doi.org/10.1080/1331677X.2021.1952640
Mansvelt, J. (Ed.). (2011). Green consumerism: an A-to-Z guide (Vol. 6). Sage.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
Max-Neef's, M., Elizalde, A., & Hopenhayn, M. (1992). Development and human needs. Real-life economics: Understanding wealth creation. http://alastairmcintosh.com/general/resources/2007-Manfred-Max-Neef-Fundamental-Human-Needs.pdf
New Climate Economy (2018). Unlocking the inclusive growth story of the 21st century: accelerating climate action in urgent times. https://newclimateeconomy.report/2018/
OECD. (2020a). Tax and fiscal policy in response to the Coronavirus crisis: Strengthening confidence and resilience. https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/COVIDwho-1077280
OECD. (2020b, October 6). Making the green recovery work for jobs, income, and growth. OECD. https://www.oecd.org/coronavirus/policy-responses/making-the-green-recovery-work-for-jobs-income-and-growth-a505f3e7/
OECD. (2021, March 9). More jabs, more jobs. OECD. https://www.oecd.org/coronavirus/en/data-insights/ieo-2021-03-more-jabs-more-jobs
Ozkan, G. (2021, June 7). COVID-19 recovery: some economies will take longer to rebound – this is bad for everyone. King’s College London. https://www.kcl.ac.uk/news/covid-19-recovery-some-economies-longer-rebound-bad-everyone
Rippy, K. (2021, August 26). These three energy storage technologies can help solve the challenge of moving to 100% renewable electricity. The Conversation. https://theconversation.com/these-3-energy-storage-technologies-can-help-solve-the-challenge-of-moving-to-100-renewable-electricity-161564.
Schmidhuber, J., & Qiao, B. (2020). Comparing crises: Great lockdown versus great recession. Food and Agriculture Organization of the United Nations
SEEA. (n.d.) System of Environmental Economic Accounting. Accessed June 20, 2022. https://seea.un.org.
UNEP. (2021, March 30). Green recovery. UN Environment Programme. https://www.unep.org/resources/factsheet/green-recovery
United Nations. (2021, May 27). Green pandemic recovery is essential to close the climate action gap. UNEP. https://www.unep.org/news-and-stories/press-release/green-pandemic-recovery-essential-close-climate-action-gap-un-report
Ahmed, S. A. K. S., Ajisola, M., & Azeem, K. (2020). Impact of the societal response to COVID-19 on access to healthcare for non-COVID-19 health issues in slum communities of Bangladesh, Kenya, Nigeria, and Pakistan: Results of pre-COVID and COVID-19 lockdown stakeholder engagements. BMJ Global Health, 5, 1–17. https://doi.org/bmjgh-2020-003042
Ao, W. (2021). Menelusuri masalah pendataan warga penerima bansos COVID-19 di Trenggalek. Kabar Trenggalek. https://kabartrenggalek.com/2021/12/menelusuri-masalah-pendataan-warga-penerima-bansos-COVID-19-di-trenggalek.html
Auerbach, A. M., & Thachil, T. (2021). How does COVID-19 affect urban slums? Evidence from settlement leaders in India. World Development, 140, 1–11. https://doi.org/10.1016/j.worldrev.2020.105304
Baird, S., Jones, N., Seager, J., & Tauseef, S. (2020). The effect of COVID-19 on economic participation and human capital development of youth living in urban slums in Bangladesh. Innovations for Poverty Actions. https://www.poverty-action.org/study/effect-COVID-19-economic-participation-and-human-capital-development-youth-living-urban-slums
Baker, J., Cira, D., & Lall, S. (2020). COVID-19 and the urban poor addressing those in slums. World Bank Group. https://thedocs.worldbank.org/en/doc/304801589388481883-0200022020/original/AddressingCOVID19andtheUrbanPoorSHORTversionrev3logos.pdf
BI (2021). Laporan perekonomian Indonesia 2020. https://www.bi.go.id/id/publikasi/laporan/Pages/LPI_2020.aspx
BPS. (2021 July 15). Profil Kemiskinan di Indonesia Maret 2021. https://www.bps.go.id/pressrelease/2021/07/15/1843/persentase-penduduk-miskin-maret-2021-turun-menjadi-10-14-persen.html
Buheji, M., Cunha, K. C., Beka, G., Mavric, B., Souza, Y. L. C., Silva, S. S. C., Hanafi, M., & Yein, T. C. (2020). The extent of COVID-19 pandemic socio-economic impact on global poverty. A global integrative multidisciplinary review. American Journal of Economics, 10(4), 213–224. https:doi.org/105923/j.economics.20201004.02
Cameron, L. (2003). Growth with or without equity? The distributional impact of Indonesian development. Asian-Pacific Economic Literature, 16(2), 1–17. https://doi.org/10.1111/1467-8411.00119
Daghriri, T., & Ozmen, O. (2021). Quantifying the effects of social distancing on the spread of COVID-19. International Journal of Environmental Research and Public Health, 18(11), 1–17. https://doi.org/10.3390/ijerph18115566
Dai-Kosi, A. D., Acquaye, V. A., Pereko, K. K. A., Blankson, P., & Ackom, C. (2021). The impact of COVID-19 social restrictions on culture and psychosocial well-being: The Ghanaian experience. In Mental health effects of COVID-19 (pp. 103–115). Academic Press.
Diskop UMKM Yogyakarta (2021). Ini cara ajukan program bantuan bagi pengusaha mikro (BPUM) 2021. Diskop UMKM Yogyakarta. https://dinkopumkm.patikab.go.id/berita/detail/ini-cara-ajukan-program-bantuan-bagi-pelaku-usaha-mikro-bpum-2021
Gerard, F., Imbert, C., & Orkin, K. (2020). Social protection response to the COVID-19 crisis: Options for developing countries. Oxford Review of Economic Policy, 36(Supplement_1), 281–296. https://doi.org/10.1093/oxrep/graa026
Izzati, R. A. (2021). Indonesia’s poverty situation during the COVID-19 pandemic. SMERU Research Institute. https://smeru.or.id/en/content/indonesia’s-poverty-situation-during-COVID-19-pandemic
Jacob, S., Mwagiru, D., Thakur, I., Moghadam, A., Oh, T., & Hsu, J. (2020). Impact of societal restrictions and lockdown on trauma admissions during the COVID-19 pandemic: A single-center cross-sectional observational study. ANZ Journal of Surgery, 90(11), 2228–2231. https://doi.org/10.1111/ans.16307
Kencana, M. R. B. (2020, November 26). Optimisme tenaga pendidik usai peroleh berbagai insentif dari pemerintah. Liputan6.com. https://www.liputan6.com/bisnis/read/4418148/optimisme-tenaga-pendidik-usai-peroleh-berbagai-insentif-dari-pemerintah
Kusumaningrum, S., Siagian, C., & Beazley, H. (2021). Children during the COVID-19 pandemic: children and young people’s vulnerability and wellbeing in Indonesia. Children’s Geographies, 1–11. https://doi.org/10.1080/14733285.2021.1900544
Lidwina, A. (2021, August 5). Ekonomi digital Indonesia terganjal pemerataan adopsi internet. Katadata. https://katadata.co.id/ariayudhistira/analisisdata/610a57cd5f37d/ekonomi-digital-indonesia-terganjal-pemerataan-adopsi-internet
Mahler, D. G., Yonzan, N., Lakner, C., Aguilar, R. A. C., & Wu, H. (2021). Updated estimates of the impact of COVID-19 on global poverty: Turning the corner on the pandemic in 2021?. World Bank Group. https://blogs.worldbank.org/opendata/updated-estimates-impact-covid-19-global-poverty-turning-corner-pandemic-2021
Mayhew, S., & Penny, A. (1992). Concise Oxford dictionary of geography. Oxford University Press.
Ministry of Finance. (2022). Program PEN. https://pen.kemenkeu.go.id/in/home
Mola, T. (2021). Program kartu prakerja diklaim sebagai keberhasilan 2 Tahun Jokowi-Ma’ruf. Bisnis.com. https://kabar24.bisnis.com/read/20211023/15/1457404/program-kartu-prakerja-diklaim-sebagai-keberhasilan-2-tahun-jokowi-maruf
Mueller, J. T., McConnell. K., Burow, P. B., Pofahl, K., Merdjanoff, A. A., & Farrell, J. (2020). Impacts of the COVID-19 pandemic on rural America. Proceedings of the National Academy of Sciences of the United States of America, 118(1), 1–6. https://doi.org/10.1073/pnas.2019378118
Nuissl, H., & Heinrichs, D. (2013). Slums: Perspectives on the definition, the appraisal, and the management of an urban phenomenon. DIE ERDE–Journal of the Geographical Society of Berlin, 144(2), 105–116. https://doi.org/10.12854/erde-144-8
OECD. (2020). The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings. OECD.
Palma, A. D., Vosough, S., & Liao, F. (2022). An overview of effects of COVID-19 on mobility and lifestyle: 18 months since the outbreak. Transportation Research Part A, 159, 372-397. https://doi.org/10.1016/j.tra.2022.03.024
Panchal, N., Kamal, R., Cox, C., & Garfield, R. (2021). The implications of COVID-19 for mental health and substance use. Kaiser Family Foundation. https://www.kff.org/coronavirus-covid-19/issue-brief/the-implications-of-covid-19-for-mental-health-and-substance-use/.
Pongutta, S., Kantamaturapoj, K., Phakdeesettakun, K., & Phonsuk, P. (2021). The social impact of the COVID-19 outbreak on urban slums and the response of civil society organizations: A case study in Bangkok, Thailand. Heliyon, 7, 1–8. https://doi.org/10.1016/j.heliyon.2021.e07161
Purnama, S. G., & Susanna, D. (2020). Attitude to COVID-19 prevention with large-scale social restrictions (PSBB) in Indonesia: Partial least squares structural equation modeling. Frontier Public Health, 8, 1–10. https://doi.org/10.3389/fpubh.2020.570394
Rahman, M. A., & Fatah, A. R. (2021). Urgensi peningkatan daya saing tenaga kerja muda selama pandemi COVID-19. SMERU Research Institute. https://smeru.or.id/id/content/urgensi-peningkatan-daya-saing-tenaga-kerja-muda-selama-pandemi-COVID-19
Rangaswamy, N., & Nair, S. The PC in an Indian urban slum: enterprise and entrepreneurship in ICT4D 2.0. Information Technology for Development, 18(2), 163–180. https://doi.org/10.1080/02681102.2011.643211
Sagala, S., Azhari, D., Rosyidie, A., Annisa, S. N., Ramadhani, A. K., Vicri, R. N., & Mahardika, M. D. (2021). COVID-19 in Indonesia: An analysis of DKI Jakarta’s COVID-19 pandemic response and its governance during the new normal period. The First International Conference on Social Science, Humanity, and Public Health, 514, 185–191. https://doi.org/10.2991/assehr.k.210101.041
Sethi, M., & Creutzig, F. (2021). COVID-19 recovery and the global urban poor. NPJ Urban Sustainability, 1(23), 1–5. https://doi.org/10.1038/s42949-021-00025-x
Sumarto, M., & Ferdiansyah, F. (2021). Indonesia’s social policy response to COVID-19: Targeted social protection under budget constraints. Global Dynamics of Social Policy, 28, 3–12.
Suraya, I., Nurmansyah, M. I., Rachmawati,E., Al Aufa, B., & Koire, I. I. (2020). The impact of large-scale social restrictions on the incidence of COVID-19: A case Study of four provinces in Indonesia. Jurnal Kesehatan Masyarakat Nasional, 1, 49–53. https://doi.org/10.21109/kesmas.v15i2.3990
Suryahadi, A., Al Izzati, R., & Suryadarma, D. (2020). Estimating the impact of COVID-19 on poverty in Indonesia. Bulletin of Indonesian Economic Studies, 56(2), 175–192. https://doi.org/10.1080/00074918.2020.1779390
Suryahadi, A., Al Izzati, R., & Yumna, A. (2021). The impact of COVID-19 and social protection programs on poverty in Indonesia. Bulletin of Indonesian Economic Studies, 57(3), 267–296. https://doi.org/10.1080/00074918.2021.2005519
Suryarandika, R. (2021). Aliansi ilmuwan: Indonesia harus punya CDC seperti Amerika. Republika. https://www.republika.co.id/berita/qyrd8o414/aliansi-ilmuwan-indonesia-harus-punya-cdc-seperti-amerika
UNICEF. (2020). Protecting the most vulnerable children from the impact of corona virus: An agenda for action. UNICEF. https://www.unicef.org/coronavirus/agenda-for-action
Vanclay, F. (2003). International principles for social impact assessment. Impact Assessment and Project Appraisal, 21(1), 5–12. https://doi.org/10.3152/147154603781766491
Wahyuni, D. (2021). Permasalahan penyaluran bantuan sosial masa pemberlakuan pembatasan kegiatan masyarakat. Info Singkat. Pusat Penelitian Badan Keahlian DPR RI. https://berkas.dpr.go.id/puslit/files/info_singkat/Info%20Singkat-XIII-15-I-P3DI-Agustus-2021-218.pdf
Wellenius, G.A., Vispute, S., Espinosa, V., Fabrikant, A., Tsai, T. C., Hennessy, J., Dai, A., Williams, B., Gadepali, K., Boulanger, A., Pearce, A., Kamath, C., Schlosberg, A., Bendebury, C., Mandayam, C., Stanton, C., Bavadekar, S., Pluntke, C., Desfontaines, D.,… Gabrilovich, E. (2021). Impacts of social distancing policies on mobility and COVID-19 case growth in the US. Nature Communication, 12(1), 3118. https://doi.org/10.1038/s41467-021-23404-5
Winata, K. A., Zaqiah, Q. Y., Supiana, & Helmawati. (2021). Kebijakan pendidikan di masa pandemi. Ad-Man-Pend: Jurnal Administrasi Manajemen Pendidikan, 4(1), 1–6. https://doi.org/10.32502/amp.v4i1.3338
Yusuf, A. A. (2021). The impact of Industry 4.0 on the Indonesian economy: A general equilibrium assessment. Regional Science Policy & Practice, 13(6), 1805–1824. https://doi.org/10.1111/rsp3.12463
Anderberg, D., Rainer, H., Wandsworth, J., & Wilson, T. (2013). Unemployment and domestic violence: Theory and evidence. IZA Discussion Paper No. 7515. https://EconPapers.repec.org/RePEc:iza:izadps:dp7515
Awungafac, G., Mugamba, S., Nalugoda, F., Sjoland, C. F., Kigozi, G., Rautiainen, S., Malyabe, R. B., Ziegel. L., Nakigozi, G., Nalwoga, G. K., Kyasanku, E., Nkale, J., Watya, S., Ekstrom, A.M., & Kagesten, A. (2021). Household food insecurity and its association with self-reported male perpetration of intimate partner violence: a survey of two districts in central and western Uganda. Stockholm: BMJ Open, 11(3):045427. https://doi.org/10.1136/bmjopen-2020-045427
Bami, X., Dervisbegovic, N., Stojanovic, M., Marusic, S. J., Necsutu, M., Kajosevic, S., Vladislavjevic, A., Barbera, M. G., & Todorov, S. (2020, April 21). COVID-19 and domestic abuse: When home is not the safest place. Balkan Insight. https://balkaninsight.com/2020/04/21/COVID-19-and-domestic-abuse-when-home-is-not-the-safest-place/
Bhalotra, S., Khambampati, U., Rawlings, S., & Siddique, Z. (2019). Intimate partner violence: the influence of job opportunities for men and women. The World Bank Economic Review, 35(4). https://doi.org/10.1093/wber/lhz030
Blackburn, S. (2004). Women and the state in modern Indonesia. Cambridge University Press.
BPS, & KPPPA. (2017). Mengakhiri Kekerasan Terhadap Perempuan dan Anak di Indonesia. Jakarta: Kementrian Pemberdayaan Perempuan dan Perlindungan Anak.
CARE. (2020). Gender-based violence (GBV) and COVID-19: The complexities of responding to “the shadow pandemic”. Policy Brief. https://reliefweb.int/sites/reliefweb.int/files/resources/GBV_and_COVID_Policy_Brief_FINAL.pdf
DPR RI. (2022, April). RUU PKS . Dewan Perwakilan Rakyat Republik Indonesia. https://www.dpr.go.id/doksileg/proses2/RJ2-20170201-043128-3029.pdf
Dragojlovic, A. (2020). The pervasiveness of heteropatriarchal moral orders in Indonesia across time and space. In McGregor, K., Dragojlovic, A., & Loney, H. (Eds.), Gender, violence and power in Indonesia: Across time and space. Routledge.
Enarson, E., & Fordham, M. (2001). From women’s needs to women’s rights in disasters. Environmental Hazards: Human and Policy Dimensions, 3(3), 133–136. https://doi.org/10.3763/ehaz.2001.0314
Fothergill, A., & Peek, L. (2004). Poverty and Disasters in the United States: A Review of Recent Sociological Findings. Natural Hazards, 32(1), 89–110. https://doi.org/10.1023/B:NHAZ.0000026792.76181.d9
Ghanbari, A., Pouy, S., Panahi, L., & Khorasgani, A. E. (2020). Violence against frontline emergency nurses during pandemic of COVID-19 in Guilan: A cross sectional study. Research Square. https://doi.org/10.21203/rs.3.rs-116197/v1
Gulesci, S., Beccar, M. P., & Ubfal, D. J. (2021). Can youth empowerment programs reduce violence against girls during the COVID-19 pandemic? World Bank Group.
Halim, D., Rhys, E., & Perova, E. (2020). What factors exacerbate and mitigate the risk of gender-based violence during COVID-19? Insights from a phone survey in Indonesia. East Asia and Pacific Gender Lab. https://hdl.handle.net/10986/35007
Harvey, C., Garwood, R., & El-Masri, R. (2013). Shifting sands: Changing gender roles among refugees in Lebanon. Oxfam International.
Heise, L. L., & Kotsadam, A. (2015). Cross-national and multilevel correlates of partner violence: an analysis of data from population-based surveys. The Lancet. Global health, 3(6), e332–e340. https://doi.org/10.1016/S2214-109X(15)00013-3
Inter Agency Standing Committee. (2015). Guidelines for integrating GBV interventions in humanitarian action. https://gbvguidelines.org/wp/wp-content/uploads/2016/10/2015_IASC_ Gender-based_Violence_Guidelines_full-res.pdf
Jackson, J. L., & Judd, J. (2020). Research brief: The supply chain ripple effect: How COVID-19 is affecting garment workers and factories in Asia and the Pacific. Cornell: International Labour Organization (ILO).
KPPPA. (2020). Peraturan Menteri Pemberdayaan Perempuan dan Perlindungan Anak Republik Indonesia Nomor 13 Tahun 2020 tentang Pelindungan Perempuan dan Pelindungan Anak dari Kekerasan Berbasis Gender dalam Bencana. Jakarta: Menteri Pemberdayaan Perempuan dan Perlindungan Anak.
KPPPA. (2021). Protokol penanganan kasus kekerasan terhadap perempuan di masa pandemi COVID-19. Jakarta: Kementerian Pemberdayaan Perempuan dan Perlindungan Anak.
Komnas Perempuan. (2020). Kekerasan terhadap perempuan meningkat: Kebijakan penghapusan kekerasan seksual menciptakan ruang aman bagi perempuan dan anak perempuan. Catatan kekerasan terhadap perempuan tahun 2020. Jakarta: Komisi Nasional Anti Kekerasan Terhadap Perempuan.
Komnas Perempuan. (2021a). Perempuan dalam himpitan pandemi: Lonjakan kekerasan seksual, kekerasan siber, perkawinan anak, dan keterbatasan penanganan di tengah COVID-19. Catatan kekerasan terhadap perempuan tahun 2020. Jakarta: Komisi Nasional Anti Kekerasan Terhadap Perempuan.
Komnas Perempuan. (2021b). Siaran pers Komnas Perempuan tentang RUU Tindak Pidana Kekerasan Seksual. Jakarta: Komisi Nasional Anti Kekerasan Terhadap Perempuan.
Krishnakumar, A., & Verma, S. (2021). Understanding domestic violence in India during COVID-19: A routine activity approach. Asian Journal of Criminology, 16(1), 19–35. https://doi.org/10.1007/s11417-020-09340-1
Mittal, S. & Singh, T. (2020). Gender-based violence during COVID-19 pandemic: A mini-review. Front. Glob. Womens Health 1:4. doi: 10.3389/fgwh.2020.00004
Myrttinen, H., Mastonshoeva, S., & Moir, S. (2021). Gender-based violence in Tajikistan in the context of COVID-19. International Alert.
Oxfam. (2021). Impact of COVID-19 to Women’s Rights Organizations. Oxfam. https://oxfam.app.box.com/s/0mi6dwhrcl6wkcqfapfqhyti1975djb2/file/822725751568
Palermo, T., & Peterman, A. (2011). Undercounting, overcounting, and the longevity of flawed estimates: Statistics on sexual violence in conflict. Bulletin of the World Health Organization, 89(12), 924–926. https://doi.org/10.2471/BLT.11.089888
Perkumpulan Lintas Feminis Jakarta. (2021). Laporan penelitian: Situasi kekerasan berbasis gender di Indonesia selama pandemi COVID-19. Perkumpulan Lintas Feminis Jakarta.
Putri, Z., Avicenna., & Setianingsih. (2021). Mengusut penanganan kasus KBGO selama pandemi di Indonesia. Balairungpress. https://www.balairungpress.com/2021/04/mengusut-penanganan-kasus-kbgo-selama-pandemi-di-indonesia/
Rifka Annisa. (2020). Akses keadilan perempuan korban di tengah pandemi. Rifka Annisa. https://www.rifka-annisa.org/id/component/k2/item/718-akses-keadilan-perempuan-korban-di-tengah-pandemi
SAFEnet. (2021). Lawan KBGO yang merajalela, peran aparat penegak hukum perlu ditingkatkan. SAFEnet. https://id.safenet.or.id/2021/03/lawan-kbgo-yang-merajalela-peran-aparat-penegak-hukum-perlu-ditingkatkan/
Sharma, V., Ausubel, E., Heckman C., Patrick, E., Save, D., & Kelly, J. T. D. (2021). Mitigating gender-based violence risk in the context of COVID-19: Lessons from humanitarian crises. BMJ Global Health, 6(3). https://doi.org/10.1136/bmjgh-2021-005448
Taub, A. (2020, September 12). A new COVID-19 crisis: Domestic abuse rises worldwide. The New York Times. https://www.nytimes.com/2020/04/06/world/coronavirus-domestic-violence.html
Tong, R. (2014). Feminist thought: A more comprehensive introduction. Westview Press.
Tur-Prats, A. (2017). Unemployment and intimate-partner violence: A gender-identity approach. Barcelona GSE Working Paper Series.
UN ESCWA. (2020). Mitigating the Impact of COVID-19: Poverty and food insecurity in the Arab region. UN ESCWA.
UN Women. (2020). Violence Against Women and Girls: Data Collection during Covid-19. UN Women
UNHCR (n.d). Gender-Based Violence. https://www.unhcr.org/gender-based-violence.html
UN Women. (2021a). COVID-19 and Ending Violence Against Women and Girls. UN Women.
UN Women. (2021b). Online and ICT facilitated violence against women and girls during COVID-19. UN Women.
UNFPA. (2020). Impact of the COVID-19 pandemic on family planning and ending gender-based violence, female genital mutilation and child marriage. New York: United Nations Population Fund.
Usta, J., Murr, H., & El-Jarrah, R. (2021). COVID-19 lockdown and the increased violence against women: Understanding domestic violence during a pandemic. Violence and Gender, 8(3), 133–139. https://doi.org/10.1089/vio.2020.0069
WHO. (2021, March 9). Devastatingly pervasive: 1 in 3 women globally experience violence. https://www.who.int/news/item/09-03-2021-devastatingly-pervasive-1-in-3-women-globally-experience-violence
Yasmin, S. (2016, February 02). The Ebola rape epidemic no one’s talking about. Foreign Policy. https://foreignpolicy.com/2016/02/02/the-ebola-rape-epidemic-west-africa-teenage-pregnancy/
Agenjo-Calderón, A. & Gálvez-Muñoz, L. (2019). Feminist economics: Theoretical and political dimensions. American Journal of Economics and Sociology, 78(1), 137–166. https://doi.org/10.1111/ajes.12264.
Alcalde, M. C. & Subramaniam, M. (2020, July 17). Women in leadership: Challenges and recommendations. Inside Higher Ed. https://www.insidehighered.com/views/2020/07/17/women-leadership-academe-still-face-challenges-structures-systems-and-mind-sets.
Alon, T., Doepke, M., Olmstead-Rumsey. J., & Terlit, M. (2020). The impact of COVID-19 on gender equality. NBER Working Paper Series, 26947. http://www.nber.org/papers/w26947.
Arnold, C. H. (2020). Balancing early days of motherhood and academia during COVID-19: creative writing communities of practice. Antistasis, 10(3), 1–9. https://journals.lib.unb.ca/index.php/antistasis/article/view/31449.
Cabinet Secretariat. (2020, March 31). Keterangan pers Presiden RI mengenai program perlindungan sosial menghadapi dampak pandemi COVID-19. https://setkab.go.id/program-pelindungan-sosial-menghadapi-dampak-pandemi-covid-19-31-maret-2020-di-istana-kepresidenan-bogor-provinsi-jawa-barat/.
Chitsamatanga, B. B. & Malinga, W. (2021). Coronavirus (COVID-19) and women in higher education in a South African University: Academic and social implications. African Journal of Gender, Society and Development (Formerly Journal of Gender, Information and Development in Africa), 10(1), 7–34. https://journals.co.za/doi/abs/10.31920/2634-3622/2021/v10n1a1.
Das, D., Lall, M. D., Walker, L., Dobiesz, V., Lema, P., & Agrawal, P. (2021). The multifaceted impact of COVID-19 on the female academic emergency physician: A national conversation. AEM Education and Training, 5(1), 91–98. https://doi.org/10.1002/aet2.10539.
Elson, D. (2017). Recognize, reduce, and redistribute unpaid care work: How to close the gender gap. New Labor Forum, 26(2), 52–61. https://doi.org/10.1177%2F1095796017700135.
Farmer, J. L. (2022, March 8). Black women in South African academia struggle to get ahead: what needs to change. The Conversation. https://theconversation.com/black-women-in-south-african-academia-struggle-to-get-ahead-what-needs-to-change-178330.
Fitzgerald, T. (2014, June 18). Female leaders are missing in academia. The Conversation. https://theconversation.com/female-leaders-are-missing-in-academia-27996.
Folbre, N. (2011). Greed, lust and gender. Oxford University Press.
Frederickson, M. (2020, May 18). Women are getting less research done than men during this coronavirus pandemic. The Conversation. https://theconversation.com/women-are-getting-less-research-done-than-men-during-this-coronavirus-pandemic-138073.
Hesse-Biber, S. N. (2015). Feminist approaches to mixed methods research: Linking theory and praxis1. In Tashakkori, Abbas & Teddlie, Charles (Eds.), SAGE Handbook of Mixed Methods in Social & Behavioral Research 169–192. SAGE Publications, Inc.
Hidayahtulloh, M. A. (2021, December 2). Women have been hit harder by the pandemic. As Indonesia assumes leadership of the G20, it has a chance to do something about the problem. Indonesia at Melbourne. https://indonesiaatmelbourne.unimelb.edu.au/women-have-been-hit-harder-by-the-pandemic-as-indonesia-assumes-leadership-of-the-g20-it-has-a-chance-to-do-something-about-the-problem/.
Hodgkin, S. (2008). Telling it all: A story of women’s social capital using a mixed methods approach. Journal of Mixed Methods Research, 2(4), 296–316. https://doi.org/10.1177/1558689808321641.
Ipe, T. S., Goel, R., Howes, l., & Bakhtary, S. (2021). The Impact of COVID-19 on academic productivity by female physicians and researchers in transfusion medicine. Transfusion, 61(6), 1690–1693. https://doi.org/10.1111/trf.16306.
International Telecommunication Union (ITU). (2016). ICT Facts and Figures. In International Telecommunication Union.
Kabeer, N. (2016). Gender equality, economic growth, and women’s agency: The “endless variety” and “monotonous similarity” of patriarchal constraints. Feminist Economics, 22(1), 295–321. https://doi.org/ 10.1080/13545701.2015.1090009.
Kholis, N. (2012). Career advancement in Indonesian academia: A concern of gender discrimination. Jurnal Kependidikan Islam, 2(1), 13–28. http://digilib.uinsby.ac.id/id/eprint/19700.
Kholis, N. (2017). Barriers to women’s career advancement in Indonesian academia: A qualitative empirical study. 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy, 66, 157–164.
Kitchener, C. (2020, April 24). Women academics seem to be submitting fewer papers during coronavirus. ‘Never seen anything like it,’ says one editor. The Lily. https://www.thelily.com/women-academics-seem-to-be-submitting-fewer-papers-during-coronavirus-never-seen-anything-like-it-says-one-editor/.
Komnas Perempuan. (2021). Lembar fakta dan poin kunci catatan tahunan Komnas Perempuan tahun 2020.
McLaren, H., Star, C., & Widianingsih, I. (2019). Indonesian women in public service leadership: A rapid review. Social Sciences, 8(11). https://doi.org/10.3390/socsci8110308.
Miller, K. E. (2021). The ethics of care and academic motherhood amid COVID-19. Gender, Work and Organization, 28 (S1), 260–65. https://doi.org/10.1111/gwao.12547.
Minello, A., Martucci, S., & Manzo, L. K.C. (2021). The pandemic and the academic mothers: Present hardships and future perspectives. European Societies, 23(S1), S82–94. https://doi.org/10.1080/14616696.2020.1809690.
Minello, A. (2020). The pandemic and the female academics. Nature.
Monroe, K., Ozyurt, S., Wrigley, T., & Alexander, A. (2008). Gender equality in academia: Bad news from the trenches, and some possible solutions. Perspectives on Politics, 6(2), 215–233. https://doi.org/10.1017/S1537592708080572.
MoWECP Indonesia. (2020, April 24). Pentingnya peran perempuan sebagai kekuatan bangsa perangi COVID-19. https://www.kemenpppa.go.id/index.php/page/read/29/2646/pentingnya-peran-perempuan-sebagai-kekuatan-bangsa-perangi-COVID-19.
Newcomb, M. (2021). The emotional labour of academia in the time of a pandemic: A feminist reflection. Qualitative Social Work, 20(1–2), 639–644. https://doi.org/10.1177/1473325020981089.
Parlak, S., Cakiroglu, O. C., & Gul, F. O. (2021). Gender roles during COVID-19 pandemic: The experiences of Turkish female academics. Gender, Work and Organization, 28(S2), 461–83. https://doi.org/10.1111/gwao.12655.
Pereira, M. M. (2021). Researching gender inequalities in academic labor during the COVID-19 Pandemic: Avoiding common problems and asking different questions. Gender, Work and Organization, 28(S2), 498–509. https://doi.org/10.1111/gwao.12618.
Pusdatin Kemenristekdikti Indonesia. (2018). Indonesia higher education statistical year book 2018. In Higher Education Database. Pusdatin Iptek Dikti, Setjen, Kemeristekdikti.
Schmitt, S., Mutz, G., & Birgit Erbe. (2016). International feminist perspectives on care economy. 3rd ISA Forum of Sociology.
Squazzoni, F., Bravo, G., Grimaldo, F., García-Costa, D., Farjam, M., & Mehmani, B. (2021). Gender gap in journal submissions and peer review during the first wave of the COVID-19 pandemic. A study on 2329 Elsevier journals. PLoS ONE 16, 1–17. https://doi.org/10.1371/journal.pone.0257919.
Suryakusuma, J. I. (1987). State Ibuism: The social construction of womanhood in the Indonesian new order. Hague: Institute of Social Studies.
Suryakusuma, J. I. (2012, July 1). Is state ibuism still relevant?. Inside Indonesia. https://www.insideindonesia.org/is-state-ibuism-still-relevant.
Sutherland, G., Corona, M. V., Bohren, M., King, T., Moosad, L., Maheen, H., Scovelle, A., & Vaughan, C. (2021). A rapid gender impact assessment of Australian University responses to COVID-19. Higher Education Research and Development, 1–15. https://doi.org/10.1080/07294360.2021.1971163.
UN Women. (2020). Voices of women’s organizations on COVID-19: April 2020 Sub-regional Consultations.
United Nations. (2020, April). The impact of COVID-19 on women [Policy brief]. https://www.unwomen.org/-/media/headquarters/attachments/sections/library/publications/2020/policy-brief-the-impact-of-COVID-19-on-women-en.pdf?la=en&vs=1406.
West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & Society, 1(2), 125–151. https://doi.org/10.1177/0891243287001002002.
Wieringa, S. (2003). The birth of the new order state in Indonesia: Sexual politics and nationalism. Journal of Women’s History, 15(1), 70–91. https://doi.org/10.1353/jowh.2003.0039.
Wieringa, S. (2015). Gender harmony and the happy family: Islam, gender and sexuality in post-Reformasi Indonesia. South East Asia Research, 23(1), 27–44. https://doi.org/10.5367/sear.2015.0244.
Yildirim, T. M., & Eslen-Ziya, H. (2021). The differential impact of COVID-19 on the work conditions of women and men academics during the lockdown. Gender, Work and Organization, 28(S1), 243–49. https://doi.org/10.1111/gwao.12529.
Bal, C. S., & Gerard, K. (2018). ASEAN’s governance of migrant worker rights. Third World Quarterly, 39(4), 799–819. https://doi.org/10.1080/01436597.2017.1387478.
Badan Perlindungan Pekerja Migran Indonesia (BP2MI). (2021a). Data Penempatan Perlindungan PMI Periode Tahun 2020. https://bp2mi.go.id/uploads/statistik/images/data_27-02-2021_Laporan_Pengolahan_Data_Th_2020.pdf
Badan Perlindungan Pekerja Migran Indonesia (BP2MI). (2021b, December 9). Pulangkan 198 PMI Malaysia, BP2MI Rangkul Satgas Penanganan COVID-19 dan Kemensos. https://bp2mi.go.id/berita-detail/pulangkan-198-pmi-malaysia-bp2mi-rangkul-satgas-penanganan-covid-19-dan-kemensos
Badan Perlindungan Pekerja Migran Indonesia (BP2MI). (2021c). Sejarah BP2MI. Retrieved January from https://bp2mi.go.id/profil-sejarah
Eder, R. (2016). I Am Where I Think I Will Work: Higher Education and Labor Migration Regime in the Philippines. Educational Studies, 52(5), 452–468. https://doi.org/10.1080/00131946.2016.1214913
Eggert, N., & Giugni, M. (2015). Migration and social movements. The Oxford handbook of social movements, 159, 165–166.
Fadli. (2021, December 25). Remains of fallen migrant workers returned to Indonesia. The Jakarta Post. https://www.thejakartapost.com/indonesia/2021/12/25/remains-of-fallen-migrant-workers-returned-to-indonesia.html
Human Rights Working Group (HRWG). (2018). Migrant Workers’ Rights in ASEAN Region: A Baseline Study. https://bebesea.org/2021/02/migrant-workers-rights-in-asean-region-a-baseline-study-2019-by-human-rights-working-group-indonesia-hrwg/
Human Rights Working Group (HRWG). (2021a, December 20). Hari Peringatan Buruh Migran Internasional 2021: Presiden, harus Turun Tangan Melindungi Pekerja Migran Indonesia (PMI)! https://www.hrwg.or.id/2021/12/20/hari-peringatan-buruh-migran-internasional-2021-presiden-harus-turun-tangan-melindungi-pekerja-migran-indonesia-pmi/
Human Rights Working Group (HRWG). (2021b). Proposed Guideline to Protect Migrant Workers’ Rights During Public Health Crisis April). https://bebesea.org/2021/04/proposed-guideline-to-protect-migrant-workers-rights-during-public-health-crisis/
Human Rights Working Group (HRWG). (2021c). Repression and Resilience: COVID-19 Response Measures and Migrant Workers’ Rights in Major East and Southeast Destinations (2020). https://bebesea.org/2021/02/repression-and-resilience-covid-19-response-measures-and-migrant-workers-rights-in-major-east-and-southeast-destinations-2020-by-human-rights-working-group-indonesia-hrwg/
International Organization for Migration (IOM). (2021a). Global Compact for Migration. Retrieved January from https://www.iom.int/global-compact-migration.
International Organization for Migration (IOM). (2021b, April 28). Indonesian returning migrant workers to play a significant role in the development of villages. Medcom. https://indonesia.iom.int/news/indonesian-returning-migrant-workers-play-significant-role-development-villages.
International Organization for Migration (IOM). (2021c). Remittance Inflow Trends Snapshots. https://www.iom.int/sites/g/files/tmzbdl486/files/remittance_inflow_trends_snapshot_web-compressed.pdf.
Jaringan Buruh Migran (JBM). (2021, July 16). Peran dan Fungsi Atase Ketenagakerjaan. http://www.jaringanburuhmigran.org/2021/07/peran-dan-fungsi-atase-ketenagakerjaan.html.
Karim, M. F. (2017). Institutional dynamics of regulatory actors in the recruitment of migrant workers: The case of Indonesia. Asian Journal of Social Science, 45(4–5), 440–464. https://www.jstor.org/stable/44508095.
Liem, A., Wang, C., Wariyanti, Y., Latkin, C. A., & Hall, B. J. (2020). The neglected health of international migrant workers in the COVID-19 epidemic. The Lancet Psychiatry, 7(4), e20.
Ministry of Manpower. (2019, October 28). Kemnaker Perkuat Peran dan Tugas Atase Ketenagakerjaan https://kemnaker.go.id/news/detail/kemnaker-perkuat-peran-dan-tugas-atase-ketenagakerjaan.
Ministry of Foreign Affairs (MOFA) Indonesia. (2021a, June 10). Indonesian Embassy in Paramaribo Facilitates Repatriation of 60 Indonesians from Suriname and Guyana. https://kemlu.go.id/portal/en/read/2572/view/indonesian-embassy-in-paramaribo-facilitates-repatriation-of-60-indonesians-from-suriname-and-guyana.
Ministry of Foreign Affairs (MOFA) Indonesia. (2021b, June 24). Ministry for Foreign Affairs Facilitates Repatriation of 145 Indonesians who are Part of Vulnerable Groups from Malaysia. https://kemlu.go.id/portal/en/read/2627/view/ministry-for-foreign-affairs-facilitates-repatriation-of-145-indonesians-who-are-part-of-vulnerable-groups-from-malaysia.
Ministry of Foreign Affairs (MOFA) Indonesia. (2021c, June 16). Ministry for Foreign Affairs Repatriates 172 Indonesian Ship Crews from Fiji. https://kemlu.go.id/portal/en/read/2596/view/ministry-for-foreign-affairs-repatriates-172-indonesian-ship-crews-from-fiji.
Ministry of Foreign Affairs (MOFA) Indonesia. (2021d, July 22). Ministry for Foreign Affairs Successfully Facilitates Repatriation of the Body of Indonesian Ship Crew During the Pandemic. https://kemlu.go.id/portal/en/read/2729/view/ministry-for-foreign-affairs-successfully-facilitates-repatriation-of-the-body-of-indonesian-ship-crew-during-the-pandemic.
Ministry of Foreign Affairs (MOFA) Indonesia. (2021e, May 21). Nineteen Indonesian Fishermen of Bandar Nelayan 188 Vessel Arrive Safely at Benoa Port, Bali. https://kemlu.go.id/portal/en/read/2498/view/nineteen-indonesian-fishermen-of-bandar-nelayan-188-vessel-arrive-safely-at-benoa-port-bali.
Moroz, H., Shrestha, M., & Testaverde, M. (2020). Potential responses to the COVID-19 outbreak in support of migrant workers. https://openknowledge.worldbank.org/handle/10986/33625.
Muhammad, T., & Nour, M. (2021, December 20). Indonesian migrant fishers require decent working conditions. The Jakarta Post. https://www.thejakartapost.com/opinion/2021/12/19/indonesian-migrant-fishers-require-decent-working-conditions.html.
Opiniano, J. M. (2021). Remittances and the financial capabilities of migrant households in the Philippines. Asian and Pacific Migration Journal, 30(3), 370–385. https://doi.org/10.1177/01171968211044573.
Palmer, W. (2016). Indonesia’s overseas labour migration programme. Brill.
Piper, N., Rosewarne, S., & Withers, M. (2017). Migrant precarity in Asia:‘Networks of labour activism’for a rights-based Governance of migration. Development and Change, 48(5), 1089–1110. https://doi.org/10.1111/dech.12337.
Reid, A., Ronda-Perez, E., & Schenker, M. B. (2021). Migrant workers, essential work, and COVID-19. American Journal of Industrial Medicine, 64(2), 73–77. https://doi.org/10.1002/ajim.23209.
Rother, S. (2022). The ‘gold standard’for labour export? The role of civil society in shaping multi-level Philippine migration policies. Third World Quarterly, 1–20. https://doi.org/10.1080/01436597.2021.2015314.
Samad, A. W., Cahyaningrum, D., & Nola, L. F. (2021). An overview of protection of indonesian migrant worker in the pandemic Covid-19 era. Review of International Geographical Education Online, 11(10), 669–678.
United Nations Network on Migration (UNNM). (2021). The global compact for migration (GCM): Well governed migration as an essential element of effective COVID-19 response. Retrieved from https://migrationnetwork.un.org/sites/g/files/tmzbdl416/files/docs/policy_brief-gcm_and_well_governed_migration_as_an_essential_element_of_effective_covid-19_response_1.pdf.
Voice of America (VOA) Indonesia. (2021, June 5). Collaborating with BP2MI, pre-employment card management embraces Indonesian migrant workers. VOA Indonesia. https://voi.id/en/economy/56837/collaborating-with-bp2mi-pre-employment-card-management-embraces-indonesian-migrant-workers.
Witono, N. B. (2021). Kebijakan pelindungan pekerja migran indonesia dalam pandemi Covid-19. Jurnal Bina Ketenagakerjaan, 2(1), 42–59. https://doi.org/https://doi.org/10.29303/ijpss.v3i1.57.
Aichner, T. (2021). The economic argument for hiring people with disabilities. Humanities and Social Sciences Communications, 8(1). https://doi.org/10.1057/s41599-021-00707-y
Alamsyah, I.E. (2021, November 17). 16.638 difabel telah terima dosis lengkap vaksin. Republika. https://www.republika.co.id/berita/r2okhn349/16638-difabel-telah-terima-dosis-lengkap-vaksin.
BPS. (2018). Survey Sosial-Ekonomi Nasional 2018.
BPS. (2021). Survey Sosial-Ekonomi Nasional 2021.
Bickenbach, J. E. (2012). Ethics, law, and policy. SAGE Publications.
Cirruzzo, C. (2020, March 17). Disabled people have worked remotely for years, and they’ve got advice for you and your bosses. The Washington Post. https://www.washingtonpost.com/lifestyle/wellness/disabled-people-have-worked-remotely-for-years-and-theyve-got-advice-for-you-and-your-bosses-/2020/03/17/f99dfd54-67d1-11ea-b313-df458622c2cc_story.html.
Courtenay, K., & Perera, B. (2020). COVID-19 and people with intellectual disability: Impacts of a pandemic. Irish Journal of Psychological Medicine, 37(3), 231–236. https://doi.org/10.1017/ipm.2020.45
Dewi, A.N. (2020, December 6). Refleksi implementasi UU No 8 Tahun 2016, penyandang disabilitas menagih janji. Merdeka. https://www.merdeka.com/jabar/refleksi-implementasi-uu-no-8-tahun-2016-penyandang-disabiltas-menagih-janji.html.
Dewi, A.P. (2021, August 26). Kementerian Sosial sedia 7.900 alat bantu untuk penyandang disabilitas. Antara News. https://www.antaranews.com/berita/2353418/kementerian-sosial-sedia-7900-alat-bantu-untuk-penyandang-disabilitas.
Evandio, A. (2021, December 4). Lebih dari 16.000 penyandang disabilitas telah terima vaksin dosis lengkap. Kabar24. https://kabar24.bisnis.com/read/20211204/15/1473737/lebih-dari-16000-penyandang-disabilitas-telah-terima-vaksin-dosis-lengkap.
Gayatri, M. (2020). The implementation of early childhood education in the time of COVID-19 pandemic: A systematic review. Humanities & Social Sciences Reviews, 8(6), 46–54. https://doi.org/10.18510/hssr.2020.866.
Goodrich, K., & Ramsey, R. (2013). Do people with disabilities feel excluded? Comparison of learning and physical disabilities. J. Commun. Posit. Prac, 13, 74–87.
Hajer, M. (2003). Policy without polity? Policy analysis and the institutional void. Policy Sciences, 36(2), 175–195. https://doi.org/10.1023/A:1024834510939
Harususilo, Y.E. (2019, December 3). Hari disabilitas internasional, Nadiem: Guru harus paham prinsip pendidikan khusus. Kompas. https://edukasi.kompas.com/read/2019/12/03/07150021/hari-disabilitas-internasional-nadiem-guru-harus-paham-prinsip-pendidikan?page=all.
Hastuti, Dewi, R.K., Pramana, & R. P., Sadaly, H. (2020). Kendala mewujudkan pembangunan inklusif penyandang disabilitas. The SMERU Research Institute.
Hussey, M., MacLachlan, M., & Mji, G. (2017). Barriers to the implementation of the health and rehabilitation articles of the United Nations Convention on the rights of persons with disabilities in South Africa. International Journal of Health Policy and Management, 6(4), 207–218. https://doi.org/10.15171/IJHPM.2016.117
Integrasi Layanan Rehabilitasi Sosial Kementerian Sosial. (2018). Daftar UPT seluruh Indonesia. https://intelresos.kemensos.go.id/new/?module=Program+Panti&year=2018
ILO. (2020, May 5). Impact of lockdown measures on the informal economy. https://www.ilo.org/global/topics/employment-promotion/informal-economy/publications/WCMS_743523/lang--en/index.htm.
Irwanto, Kasim, E.R., Fransiska, A., Lusli, M., Siradj, O. (2010). Analisis situasi penyandang disabilitas di Indonesia: Sebuah desk-review. Pusat Kajian Disabilitas Universitas Indonesia.
Jayani, D.H. (2021, April 8). 938 anak Indonesia putus sekolah akibat pandemi Covid-19. Katadata. https://databoks.katadata.co.id/datapublish/2021/04/08/938-anak-indonesia-putus-sekolah-akibat-pandemi-covid-19.
Jayani, D.H. (2020, March 30). Rasio tempat tidur rumah sakit 34 Provinsi di Indonesia. Katadata. https://databoks.katadata.co.id/datapublish/2020/03/30/ini-rasio-tempat-tidur-rumah-sakit-34-provinsi-di-indonesia.
Johnson, B., & Andersen, A. D. (2012). Learning, innovation and inclusive development: new perspectives on economic development strategy and development aid. Aalborg Universitetsforlag.
Jumreornvong, O., Yang, E., Race, J., & Appel, J. (2020). Telemedicine and medical education in the age of COVID-19. Academic Medicine, 95(12), 1838–1843. https://doi.org/10.1097/acm.0000000000003711
Kaye, H. S., Jans, L. H., & Jones, E. C. (2011). Why don’t employers hire and retain workers with disabilities? Journal of Occupational Rehabilitation, 21(4), 526–536. https://doi.org/10.1007/s10926-011-9302-8
Kementerian Sekretariat Negara (Setneg). (2020, December 3). Presiden: Tak boleh ada penyandang disabilitas yang tertinggal dari berbagai program pemerintah. https://www.setneg.go.id/baca/index/presiden_tak_boleh_ada_penyandang_disabilitas_yang_tertinggal_dari_berbagai_program_pemerintah.
Kemensos. (2021). Peringati HDI tahun 2021, Kemensos dorong pemenuhan hak penyandang disabilitas dengan penguatan 3 strategi. https://kemensos.go.id/peringati-hdi-tahun-2021-kemensos-dorong-pemenuhan-hak-penyandang-disabilitas-dengan-penguatan-3-strategi.
Kuper, H., Banks, L. M., Bright, T., Davey, C., & Shakespeare, T. (2020). Disability-inclusive COVID-19 response: What it is, why it is important and what we can learn from the United Kingdom’s response. Wellcome Open Research, 5, 79. https://doi.org/10.12688/wellcomeopenres.15833.1
Kusnandar, V.B. (2022, February 7). Ekonomi Indonesia tumbuh 3.69% pada 2021. Katadata. https://databoks.katadata.co.id/datapublish/2022/02/07/ekonomi-indonesia-tumbuh-369-pada-2021
Kweon, S. (2020, May 6). Pandemics hit people with disabilities hard. The International Agency for the Prevention of Blindness. https://www.iapb.org/news/pandemics-hit-people-with-disabilities-hard.
Mantalean, V. (2021, January 7). Depok ungkap selisih 5.068 kasus COVID-19, data Kemenkes dan Jawa Barat lebih sedikit. Kompas. https://megapolitan.kompas.com/read/2021/01/07/12265361/depok-ungkap-selisih-5068-kasus-COVID-19-data-kemenkes-dan-jawa-barat?page=all
Mbazzi, F. B., Nalugya, R., Kawesa, E., Nimusiima, C., King, R., van Hove, G., & Seeley, J. (2021). The impact of COVID-19 measures on children with disabilities and their families in Uganda. Disability & Society, 1–24. https://doi.org/10.1080/09687599.2020.1867075
Morris, F. (2021). Prospects for employment of persons with disabilities in the post-covid-19 era in developing countries. Disability & Society, 1–20. https://doi.org/10.1080/09687599.2021.1932757
Ministerial Regulation of Bappenas No. 3/2021 on Implementation of Government Regulation no. 70/2019 on Planning, implementation and evaluation of respect, protection and fulfillment of the rights of persons with disabilities.
Nasdian, F.T. 2014. Pengembangan masyarakat. Pustaka Obor.
Nilawaty, C. (2020, June 13). Sebab penyandang disabilitas belum dapat bantuan sosial COVID-19. Tempo. https://difabel.tempo.co/read/1352687/sebab-penyandang-disabilitas-belum-dapat-bantuan-sosial-COVID-19.
Nurcahyadi, G. (2021, August 14). Pandemi Covid-19, hak penyandang disabilitas jadi prioritas pemerintah. Media Indonesia. https://mediaindonesia.com/humaniora/425454/pandemi-covid-19-hak-penyandang-disabilitas-jadi-prioritas-pemerintah.
OHCHR. (2014). The convention on the rights of persons with disabilities: Training guide. United Nations Publications.
OHCHR. (2021). The socioeconomic impact of COVID-19 on persons with disabilities
Putri, B.U. & Maulidar, I. (2021, July 22). Ragu dunia melihat akurasi data. Tempo. https://koran.tempo.co/read/berita-utama/466513/dunia-ragu-akan-akurasi-data-covid-19-indonesia.
Pusat Krisis Kesehatan Kementerian Kesehatan RI. 2020. Materi Medsos: COVID-19 dan disabilitas. https://penanggulangankrisis.kemkes.go.id/materi-medsos-covid-19-dan-disabilitas
Ritonga, M.W. & Helmy, C. (2021, June 6). Anak disabilitas terempas gelombang pandemi. Kompas. https://www.kompas.id/baca/nusantara/2021/06/06/anak-disabilitas-terhempas-gelombang-pandemi.
Satriana, S., Huda, K., Saadah, N., Hidayati, D., & Zulkarnaen, A. (2021). COVID-19 impacts on people with disabilities in Indonesia: An in-depth look. Direktorat Penanggulangan Kemiskinan dan Pemberdayaan Masyarakat, Badan Perencanaan Pembangunan Nasional Republik Indonesia
Schuck, R. K., & Lambert, R. (2020). “Am I doing enough?” Special educators’ experiences with emergency remote teaching in spring 2020. Education Sciences, 10(11), 320. https://doi.org/10.3390/educsci10110320.
Shakespeare, T., Ndagire, F., & Seketi, Q. E. (2021). Triple jeopardy: Disabled people and the COVID-19 pandemic. The Lancet, 397(10282), 1331–1333. https://doi.org/10.1016/S0140-6736(21)00625-5
SMERU Research Institute, PROSPERA, UNDP, UNICEF. (2021). Ringkasan eksekutif: Dampak sosial ekonomi COVID-19 terhadap rumah tangga dan rekomendasi kebijakan strategis untuk Indonesia. https://smeru.or.id/id/publication-id/ringkasan-eksekutif-dampak-sosial-ekonomi-covid-19-terhadap-rumah-tangga-dan
Supriatin. (2022, January 6). Satgas COVID-19 jelaskan adanya perbedaan data kematian pemerintah pusat dan daerah. Merdeka. https://www.merdeka.com/peristiwa/satgas-COVID-19-jelaskan-adanya-perbedaan-data-kematian-pemerintah-pusat-dan-daerah.html
United Nations (UN). (2006, December 13). Convention on the rights of persons with disabilities. https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities#:~:text=Persons%20with%20disabilities%20include%20those,an%20equal%20basis%20with%20others.
United Nations Development Programme (UNDP). 2018. Disability inclusive development in UNDP. https://www.undp.org/publications/disability-inclusive-development-undp
Weidenstedt, L. (2016). Empowerment gone bad: Communicative consequences of power transfers. Socius: Sociological Research for a Dynamic World, 2, 237802311667286. https://doi.org/10.1177/2378023116672869
Wiryono, S. (2021, March 20). Akar kesalahan pendataan penerima vaksin Covid-19, dari Helena Lim hingga ART Pedagang Pasar. Kompas. https://megapolitan.kompas.com/read/2021/03/20/07000091/akar-kesalahan-pendataan-penerima-vaksin-covid-19-dari-helena-lim-hingga?page=all.
Wong, J., Ezeife, N., Kudla, A., Crown, D., Trierweiler, R., Capraro, P., Tomazin, S., Su, H., Pham, T., & Heinemann, A. W. (2022). Employment consequences of COVID-19 for people with disabilities and employers. Journal of Occupational Rehabilitation. https://doi.org/10.1007/s10926-021-10012-9
World Health Organization (WHO). (2011). World report on disability.
Adi, Y. (2020, February 17). Untuk tetap lestari, kesenian butuh regenerasi seniman. Radio Republik Indonesia. https://rri.co.id/purwokerto/budaya/787901/untuk-tetap-lestari-kesenian-butuh-regenerasi-seniman.
Angga, E. (2021, July 15). Kerinduan terhadap pencak silat. Kumparan.com. https://kumparan.com/erlangga-angga-1626055307102127378/kerinduan-terhadap-pencak-silat-1w8EhnJdYFD.
Ariyanto, O. (2021, January 18). Pandemi Covid 19, perguruan silat sulit cari tempat latihan. Rri.co.id. https://rri.co.id/surabaya/olahraga/962983/pandemi-covid-19-perguruan-silat-sulit-cari-tempat-latihan.
Bentley, S. (2020). Social isolation. In J. Jetten, S. D. Reicher, S. A. Haslam & T. Cruwys (Ed.), Together apart: The psychology of COVID-19. Sage Publication.
Eviyanti. (2020, May 5). Ganjar Pranowo sulap rumah dinas jadi panggung pertunjukan seni, kreativitas jangan mati! Pikiran Rakyat. https://www.pikiran-rakyat.com/nasional/pr-01376726/ganjar-pranowo-sulap-rumah-dinas-jadi-panggung-pertunjukan-seni-kreativitas-jangan-mati.
Fitri, N., & Abdillah, A. (2021). Bentuk dan eksistensi Ludruk Armada Malang pada masa pandemi COVID-19. Jurnal Unesa. https://ejournal.unesa.ac.id/index.php/apron/article/view/41603
Geertz, C. (1959). The religion of Java. The University of Chicago Press.
Gie, (2020, June 19). Pengertian industri kreatif dan contoh industri kreatif di Indonesia. Accurate.id. https://accurate.id/bisnis-ukm/pengertian-industri-kreatif/.
Herdiana, I. (2021, May 29). Pelaku seni Jawa Barat sama dengan UMKM perlu stimulus ekonomi. Bandungbergerak.id. https://bandungbergerak.id/article/detail/503/pelaku-seni-jawa-barat-sama-dengan-umkm-perlu-stimulus-ekonomi.
Idrus, S., Gede, P., & Purwata, K. (2020). Membangun ekonomi kreatif melalui usaha sedotan bambu dan kerajinan lokal: Upaya meminimalisir polusi sampah plastik di Indonesia. Global Aksara Pers.
Iskandar, U. (2020, September 12). Eksistensi pekerja seni melawan pandemi. Media Indonesia. https://mediaindonesia.com/hiburan/344211/eksistensi-pekerja-seni-melawan-pandemi.
Kemendikbud (2017, June 21). Ini 10 objek budaya dalam UU Pemajuan Kebudayaan. Kementerian Pendidikan dan Kebudayaan. https://www.kemdikbud.go.id/main/.
Maisaroh, U. (2019). History and development of aspects on Ludruk setting during the colonial period in Indonesia. GRIN.
Mariyana, N, I. (2020, July 13). Plan demi eksistensi Kesenian Bali dari dampak pandemi virus COVID 19. Nusabali.com. https://www.nusabali.com/berita/77267/plan-demi-eksistensi-kesenian-bali-dari-dampak-pandemi-virus-COVID-19.
Mediana. (2021, January 12). Dampak pandemi terhadap kelangsungan berkesenian perlu diantisipasi. Koalisi Seni. https://koalisiseni.or.id/dampak-pandemi-terhadap-kelangsungan-berkesenian-perlu-diantisipasi/
Perdana, D. (2021, February 22). Belasan ribu pekerja seni di Surabaya belum pernah dapat bansos. Suarasurabaya.net. https://www.suarasurabaya.net/kelanakota/2021/belasan-ribu-pekerja-seni-di-surabaya-belum-pernah-dapat-bansos/.
Rahma, F. (2020, October 22). Geliat proses kreatif seniman di tengah pandemi COVID-19. BeritaMagelang.id. http://www.beritamagelang.id/kolom/geliat-proses-kreatif-seniman-di-tengah-pandemi-COVID-19.
Renaldi, D. (2021, August 03). Metode latihan kebugaran tubuh berbasis daring sebagai alternatif latihan mandiri di Club Olahraga Pencak Silat PSHT. https://kkn.undiksha.ac.id/blog/metode-latihan-kebugaran-tubuh-berbasis-daring-sebagai-alternatif-latihan-mandiri-di-club-pencak-silat-psht-badung-pasca-pandemi-COVID-19-1.
Riski, P. (2020, April 21). Sejumlah seniman di Jatim dapat bantuan di tengah Pandemi Corona. Voa Indonesia. https://www.voaindonesia.com/a/sejumlah-seniman-di-jatim-dapat-bantuan-di-tengah-pandemi-corona/5383445.html.
Sandi, F. (2020, July 22). Perbedaan PHK dan dirumahkan, apa saja yang membedakan? CNBC Indonesia. https://www.cnbcindonesia.com/news/20200722113518-4-174533/perbedaan-phk-dan-dirumahkan-apa-saja-yang-membedakan.
Siswanto. (2021, August 13). Seniman Ludruk Tobongan di Tengah PPKM: Ada yang Pulang, Ada yang Tinggal di Lapangan. Suara.com. https://www.suara.com/news/2021/08/13/154043/seniman-ludruk-tobongan-di-tengah-ppkm-ada-yang-pulang-ada-yang-tinggal-di-lapangan.
Stevani, L. (2021, July 31). LaNyalla nilai seniman-budayawan perlu dapat bantuan khusus saat PPKM. Antara News. https://pon.antaranews.com/berita/2299906/lanyalla-nilai-seniman-budayawan-perlu-dapat-bantuan-khusus-saat-ppkm.
Taufiq, M. (2021, September 2). Semua karena Covid, balada Cak Kartolo antre BLT sampai jual rumah. Suara.com. https://jatim.suara.com/read/2021/09/02/110615/semua-karena-covid-balada-cak-kartolo-antre-blt-sampai-jual-rumah
What is Pencak Silat? (2022). Pencak silat anak harimau. http://www.anak-harimau.at/en/what-is-pencak-silat/.
Yulianto, J. (2020, November 24). Nasib kesenian tradisi di tengah pandemi. Sindonews.com. https://nasional.sindonews.com/read/241574/18/nasib-kesenian-tradisi-di-tengah-pandemi-1606047075?showpage=all.
Abidin, Z., Sendratari, L. P., & Maryati, T. (2019). Pusat Kegiatan Belajar Masyarakat (PKBM) Amartha Yoga di Desa Gerokgak, Buleleng, Bali (latar belakang, pola pembelajaran, manfaat dan kendala pada Program Paket B). Jurnal Pendidikan Sosiologi Undiksha, 1(1), 66–76.
Andrabi, T., Daniels, B., & Das, J. (2021). Human capital accumulation and disasters: Evidence from the Pakistan earthquake of 2005. Journal of Human Resources, 0520-10887R1. https://doi.org/10.3368/jhr.59.2.0520-10887R1.
Arnove, R. F. (1973). Community learning centers. Assignment Children, 22, 94–103.
Catts, R. (2012). Indicators of adult information literacy. Journal of Information Literacy, 2), 4–18. https://doi.org/10.11645/6.2.1746.
Dewi. (2014). Pengelolaan program pusat kegiatan belajar masyarakat. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, FKIP Universitas Tanjungpura, Vol. 3 No. 11 Tahun 2014.
Fakhruddin, I. S., & Shofwan, I. (2019). The impact of non-formal education in community development: A case study in Pati, Indonesia. International Journal of Innovation, Creativity and Change, 5(5), 339–352.
Gibson, D., Broadley, T., Downie, j., & Wallet, P. (2018). Evolving learning paradigms: Re-setting baselines and collection methods of information and communication technology in education statistics. Journal of Educational Technology & Society, 21(2), 62–73. https://www.jstor.org/stable/26388379.
Haddad, C. (2008). Community learning centers: Country report from Asia. UNESCO Bangkok. http://hdl.voced.edu.au/10707/48678.
Irmawati, A. (2017). Peran Pusat Kegiatan Belajar Masyarakat (PKBM) dalam mengurangi buta aksara di Kabupaten Karimun. Jurnal Pendidikan dan Kebudayaan, 2(1), 81–98. https://doi.org/10.24832/jpnk.v2i1.579.
Kicherova, M. N., & Efimova, G. Z. (2020). The impact of non-formal education on human capital: A generational approach. Integration of Education, 24(2), 316–338. https://doi.org/10.15507/1991-9468.099.024.202002.316-338.
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918.
Mutiara, D., & Koesmawan, M. (2020). Strategic management in achieving service standards at the Center for Community Learning Activities (PKBM). Asian Journal of Contemporary Education, 4(1), 57–68. https://doi.org/10.18488/journal.137.2020.41.57.68.
Ministry of the National Education Republic of Indonesia. (2003). National education system law No. 20 of 2003. http://www.flevin.com/id/lgso/translations/Laws/Law%20No.%2020%20of%202003%20on%20the%20National%20Education%20System%20(BKPM).pdf.
Nurleni, A. (2018). Peran Pusat Kegiatan Belajar Masyarakat (PKBM) dalam memberdayakan masyarakat melalui pelatihan tata boga. Jurnal Comm-Edu IKIP Siliwangi. 1(2).
Pilcher, J. (2016). Learning needs assessment: Not only for continuing education. Journal for Nurses in Professional Development, 32(4), 185–191. https://doi.org/10.1097/NND.0000000000000245.
Pramudia, J. R., Sardin., Kamarubiani, N., & Hilmi, M. I. (2017). Model management activity community learning center (CLC) based on local wisdom to improve quality of nonformal education service. In Proceedings of the 3rd NFE Conference on Lifelong Learning (NFE 2016), 38–41. https://dx.doi.org/10.2991/nfe-16.2017.10.
Rogers, A. (2007). Non-formal education: Flexible schooling or participatory education? Springer.
Romi, S., & Schmida, M. (2009). Non-formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39(2), 257–273. https://doi.org/10.1080/03057640902904472.
Roy, A. (2020, April 4). The pandemic is a portal. Financial Times. https://www.ft.com/content/10d8f5e8-74eb-11ea-95fe-fcd274e920ca.
Saepudin, A., Ardiwinata, J. S., Ilfiandra., & Sukarya, Y. (2015). Efektivitas pelatihan dan efikasi diri dalam meningkatkan perilaku berwirausaha pada masyarakat transisi. MIMBAR: Jurnal Sosial dan Pembangunan, 31(1), 93–102. https://doi.org/10.29313/mimbar.v31i1.1130.
Saepudin, A., Akhyadi, A. S., & Saripah, I. (2019). Conceptual models development of non-formal education unit management for education services quality. MIMBAR: Jurnal Sosial dan Pembangunan, 35(2), 460–470. https://doi.org/10.29313/mimbar.v35i2.5055.
Saepudin, A., Sulistiono, E., & Rindiani, A. (2021). Model of Community Learning Center management in improving education service. MIMBAR: Jurnal Sosial dan Pembangunan, 37(1), 110–118. https://doi.org/10.29313/mimbar.v37i1.6653.
Sihombing. (2019). Pendidikan luar sekolah. Jakarta: Depdiknas.
Swaminathan, R. (2007). Educating for the “real world”: The hidden curriculum of community service-learning. Equity & Excellence in Education, 40(2), 134–143. https://doi.org/10.1080/10665680701246450.
UNICEF education COVID-19 case study. (2020, August 7). UNICEF. https://www.unicef.org/philippines/media/1566/file/UNIPH2020-CaseStudy-ALSCOVID19.pdf
UNICEF. (2021). Indonesia case study; situation analysis of the effect of and response to COVID-19 in Asia. https://www.unicef.org/eap/reports/indonesia-case-study
Widodo., & Soedjarwo, S. (2011). Analisis kebutuhan pendidikan non formal di sekolah. In Prosiding Seminar Nasional & Temu Kolegial Jurusan PLS Se-Indonesia, 21–25. https://ojs.unm.ac.id/prosidingpls/article/view/10043.
Widodo, Widodo & Nusantara, Widya. (2020). Analysis of non-formal education (NFE) needs in schools. Journal of Nonformal Education. 6. 69–76. 10.15294/jne.v6i1.21568.
Yarrow, N., Masood, E., & Afkar, R. (2020). Estimates of COVID-19 impacts on learning and earning in Indonesia: how to turn the tide. The World Bank.
Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V, Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(1), 392–392.
Ashraf, M. A., Yang, M., Zhang Y., & Denden, M. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps, and future directions. Psychology Research and Behavior Management, 14, 1525–1541.
Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1–13.
Azhari, B., & Fajri, I. (2021). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 1–21.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.
Farley, H., Murphy, A., & Bedford, T. (2014). Providing simulated online and mobile learning experiences in a prison education setting: Lessons learned from the Pleiades pilot project. International Journal of Mobile and Blended Learning, 6(1), 17–32.
Garrison, D. R. (2007). Online community of inquiry review: social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks JALN, 11(1), 61.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Hermanto, Rai, N. G. M., & Fahmi, A. (2021). Students’ opinions about studying from home during the COVID-19 pandemic in Indonesia. Cypriot Journal of Educational Science. 16(2), 499–510.
Karnalim, O., Kumiawati, G., & Sujadi, S. F. (2021). Online teaching on student programming performance during the pandemic. 2021 IEEE International Conference on Engineering, Technology & Education (TALE) (pp. 01–05). IEEE.
Karnalim, O., Muharikah, A., Natsir, S. (2022). Online learning for high quality education: perspective of Indonesian educators. 2022 IEEE ICALT (in press). IEEE.
Kahar, A. (2020, September 28). Krisis Pandemi COVID-19 angka putus kuliah sudah 50%. Wawancara. Jawa Pos. https://new-indonesia.org/krisis-pandemi-COVID-19-angka-putus-kuliah-sudah-50-persen/
Lie, A., Tamah, S. M., Gozali, I., Triwidiyawati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803–832.
Linder, K. E. (2017). Fundamentals of hybrid teaching and learning. New Directions for Teaching and Learning, (149), 11–18.
Manurung, G. N., Manurung, K., Mertosono, S. R., & Kamaruddin, A. (2020). Perceptions of EFL learners in the implementation of blended learning post-natural disaster at a university in Indonesia. Theory and Practice in Language Studies, 10(8), 959–968.
Ministry of Education and Culture. (2020). Perkuliahan dapat dilakukan secara tatap muka dan dalam jaringan tahun 2021 [Learning at higher education could be conducted both face-to-face and online in 2021]. Ministry of Education and Culture. https://www.kemdikbud.go.id/main/blog/2020/12/perkuliahan-dapat-dilakukan-secara-tatap-muka-dan-dalam-jaringan-tahun-2021
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135.
Ngo, J., Budiyono, & Ngadiman, A. (2021). Investigating student satisfaction in remote online learning settings during COVID-19 in Indonesia. Journal of International and Comparative Education, 10(2), 73.
Peterson, J. P. (2021). Speaking ability progress of language learners in online and face-to-face courses. Foreign Language Annals, 54(1), 27–49.
Pratama, A. R., & Firmansyah, F. M. (2021). Disengaged, positive, or negative: Parents’ attitudes toward learning from home amid COVID-19 pandemic. Journal of Child and Family Studies, 30(7), 1803–1812.
Purwadi, Saputra, W. N. E., Wahyudi, A., Supriyanto, A., Muyana, S., Rohmadheny, P. S., & Kurniawan, S. J. (2021). Student perceptions of online learning during the COVID-19 pandemic in Indonesia: A study of phenomenology. European Journal of Educational Research, 10(3), 1515.
Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109.
Suyadi, & Selvi, I. D. (2022) Online learning and child abuse: the COVID-19 pandemic impact on work and school from home in Indonesia. Heliyon, 8(1), e08790.
Swicord, B., Chancey, J. M., & Bruce-Davis, M. N. (2013). Just what I need: Gifted students’ perceptions of one online learning system. SAGE Open, 3(2), 1–10.
Taufik, H., & Yustina, Y. (2020). Motivation and skills of science teachers’ online teaching through online learning training in the COVID-19 period in Pekanbaru Indonesia. Bristol.
UNICEF & UNESCO. (2021). Indonesia case study: Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia. UNICEF.
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations.
Wahana Visi Indonesia (2020). COVID-19 Pandemic and its impacts on the children of Indonesia: A rapid assessment on initiating early recovery. Jakarta: WV.
Wijanto, M. C., Karnalim, O., Ayub, M., Toba, H., & Tan, R. (2021, April). Transitioning from offline to online learning: Issues from computing student perspective. 2021 IEEE Global Engineering Education Conference (1137–1142). IEEE.
World Bank. (2021). Indicator Individuals using the internet (% of population). World Development Indicators. https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=ID&page=1
Yarrow, N., Masood, E., & Afkar, R. (2020a). Estimated impacts of COVID-19 on learning and earning in Indonesia: How to turn the tide. The World Bank.
Yarrow, N., Afkar, R., Masood, E., & Gauthier, B. (2020b). Measuring the quality of MoRA’s education services. World Bank. https://openknowledge.worldbank.org/handle/10986/34808
Zein, M., Nuh, Z. M., Dardiri, Jasril, Candra, R. M., Hanafi, I., & Thahir, M. (2019). Hybrid learning in mathematics learning: Experimental study in SMA Negeri 1 Pekanbaru. Malikussaleh Journal of Mathematics Learning, 2(2).
Al Fodeh, R. S., Alhawadni, A. M. S, Alhajja, E. S. A, Hani, T. B., Ali, K., Daher, S. O, & Daher, H. O. (2021). Quality, effectiveness, and outcome of blended learning in dental education during the COVID pandemic: Prospects of a post-pandemic implementation. Education Sciences, 11(12), 1-19.
Arkiang, F. (2021). Analisis pembelajaran daring selama pandemi COVID-19 di daerah 3T (NTT). Jurnal Pendidikan. 12(1).
Arsendy, S. (2020). Riset dampak COVID-19: Potret gap akses online ‘belajar dari rumah’ dari 4 provinsi. The Conversation. https://theconversation.com/riset-dampak-COVID-19-potret-gap-akses-online-belajar-dari- rumah-dari-4-provinsi-136534
Christopher, C. & Weng, W. (2020). Mitigating the economic shocks of COVID-19; protect our workers. KR Institute.
Dewi, S. P., Abdillah, A. A., & Sofa, N. (2019). Persepsi dosen terhadap penggunaan ICT dalam pembelajaran bahasa Inggris. Epigram, 16(2), 169–174.
Dewi, S. P., Abdillah, A. A., & Sofa, N. (2020). Lecturers’ perception towards the barriers of the ICT use in English teaching. Proceedings of the 8th Annual Southeast Asian International Seminar (18–21).
Dolenc, K., Sorgo, A., & Ploj-Virtic, M. (2022). Perspectives on lessons from the COVID-19 outbreak for post- pandemic higher education: Continuance intention model of forced online distance teaching. European Journal of Educational Research, 11(1), 163–177.
Garcia, C. E., Rodriguez Roman, R., Sosa Aparicio, L. A., & Alva Olivos, M. A. (2021). De la educación a distancia en pandemia a la modalidad hibrida en pospandemia. Revista Venezolana de Gerencia, 26 (96), 1154–1171.
Graham, C. R. (2009). Blended learning models. Encyclopedia of Information Science and Technology.
Muharikah, A. (2021). Sekilas pandang tujuan pembangunan berkelanjutan nomor 4. Indonesia emas berkelanjutan 2045: Kumpulan pemikiran pelajar Indonesia sedunia. LIPI Press.
Samorodova, E. A, Belyaeva, I. G., Birova, J., & Kobylarek, A. (2021). Technology-based methods for creative teaching-learning of foreign languages. In Bylieva, D., & Nordmann, A. (Eds.), Technology, innovation, and creativity in digital society. Lecture Notes in Networks and Systems, 345. Springer.
Schoepp, K. (2005). Barriers to technology integration in a technology-rich environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 56–79.
Sukiman, Haningsih, S., & Rohmi, P. (2022). The pattern of hybrid learning to maintain learning effectiveness at the higher education level post-COVID-19 pandemic. European Journal of Educational Research, 11(1), 243–257.
Yernagula, R. (2020), Significance of Research Growth and Narratives of Covid-19 from SCOPUS Scientific Database on South Asian Countries: Examining Through Syntometric Study. Proceeding of Three-Day International Virtual Conference on Pandemic, Humanity and Education. 1-6
Wiyono, B. B., Indrasweri, H., & Prestiadi, D. (2021). The use of technology-based communication media in the teaching-learning interaction of educational study programs in the pandemic of COVID 19. The 11th IEEE International Conference on Electronics Information and Emergency Communication (103–107).
Yalagi, P. S., Dixit, R. K, & Nirgudde, M. A. (2021). Effective use of online teaching-learning platform and MOOC for virtual learning. Journal of Physics: Conference Series, 1854(1), 012019.
Aguilera-hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 100011.
Alfarsi, G., Yusof, A. M., Tawafak, R. M., Malik, S. I., Matthew, R., & Ashfaque, M. W. (2020). Instructional use of virtual reality in e-learning environments. Proceedings of IEEE International Conference on Advent Trends in Multidisciplinary Research and Innovation, 1–5. https://ieeexplore.ieee.org/document/9398478
Allcoat, D., Hatchard, T., Azmat, F., Stansfield, K., Watson, D. & Mühlenen, A. von. (2021). Education in the digital age: learning experience in virtual and mixed realities. Journal of Educational Computing Research, 59(5), 795–816.
Allcoat, D., & Mühlenen, A. von. (2018). Learning in virtual reality: Effects on performance, emotion, and engagement. Research in Learning Technology, 26, 1–13.
Andrews, J. L., et al. (2020). Experimenting with at-home general chemistry laboratories during the COVID-19 pandemic. Journal of Chemical Education, 97(7), 1887–1894.
Aysina, R. M., & Nesterova, A. A. (2019). Cyber socialization of youth in the information and communication space of the modern world: effects and risks. Social Psychology and Society, 10(4), 42–57.
Blocken, B. (2015). Computational fluid dynamics for urban physics: Importance, scales, possibilities, limitations and ten tips and tricks towards accurate and reliable simulations. Building and Environment, 91, 219–245.
Brown, S., & Krzic, M. (2021). Lessons learned teaching during the COVID-19 pandemic: Incorporating change for future large science courses. Natural Sciences Education, 50(1).
Budi, A. S., Sumardani, D., Muliyati, D., Bakri, F., Chiu, P. S., Mutoharoh, M., & Siahaan, M. (2021). Virtual reality technology in physics learning: Possibility, trend, and tools. Journal of Research & Development of Physics Education, 7(1), 23–34.
Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97.
Calderón, A., et al. (2021). An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences. Physical Education and Sport Pedagogy, 26(6), 562–577.
Cao, L., Peng, C., & Dong, Y. (2021). Ellic’s exercise class: promoting physical activities during exergaming with immersive virtual reality. Virtual Reality, 25(3), 597–612.
Clark, A. E.,Nong, H., Zhu, H., & Zhu, R. (2021). Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic. China Economic Review, 68, 101629.
Dale, E. (1969). Audiovisual methods in teaching. The Dryden Press.
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1–2), 91–96.
Daniela, L., & Lytras, M. D. (2019). Themed issue on enhanced educational experience in virtual and augmented reality. Virtual Reality, 23(4), 325–327.
Debacq, M., et al. (2020). Delivering remote food engineering labs in COVID-19 time. Education for Chemical Engineers, 34, 9–20.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440.
Dwivedi, Y. K., Hughes, L., Coombs, C., Constantious, I., Duan, Y., Edwards, J. S., Gupta, B., Lal, B., Misra, S., Prashant, P., Raman, R., Rana, N. P., Sharma, S. K., & Upadhyay, N. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211.
Edwards, B. I., Bielawski, K. S., Prada, R. & Cheok, A. D. (2019). Haptic virtual reality and immersive learning for enhanced organic chemistry instruction. Virtual Reality, 23(4), 363–373.
Erduran, S. (2020). Science education in the era of a pandemic: how can history, philosophy and sociology of science contribute to education for understanding and solving the COVID-19 crisis? Science and Education, 29(2), 233–235.
Fun Bits Interactive. (2019). Oculus First Contact (Version 1.12) [Computer software]. Oculus. https://www.oculus.com/experiences/quest/2188021891257542
George, G., Lakhani, K., & Puranam, P. (2020). What has changed? The impact of Covid pandemic on the technology and innovation management research agenda. Journal of Management Studies, 57(8), 1754–1758.
Gumilar, S., Ismail, A., Budiman, D. M., & Siswanto, S. (2019). Inquiry instructional model infused blended experiment: Helping students enhance critical thinking skills. Journal of Physics: Conference Series, 1157(3).
Hanif, M., Sneddon, P. H., Al-Ahmadi, F. M., & Reid, N. (2009). The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work. European Journal of Physics, 30(1), 85–96.
Harahap, F., Nasution, N. E. A., & Manurung, B. (2019). The effect of blended learning on student’s learning achievement and science process skills in plant tissue culture course. International Journal of Instruction, 12(1), 521–538.
Iserson, K. V. (2020). The next pandemic: Prepare for “Disease X.” Western Journal of Emergency Medicine, 21(4), 756–758.
Jacksi, K., & Abass, S. M. (2019). Development history of the world wide web. International Journal of Scientific and Technology Research, 8(9), 75–79.
Jelonek, M., & Herrmann, T. (2019). Attentiveness for potential accidents at the construction site: virtual reality test environment with tactile warnings for behavior tests in hazardous situations. Proceedings of Mensch und Computer 2019, 649–653.
Jonassen, D. H., Carr, C., & Yueh, H. P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24–32.
Klentien, U., & Wannasawade, W. (2016). Development of blended learning model with virtual science laboratory for secondary students. Procedia - Social and Behavioral Sciences, 217(2), 706–711.
Kuroki, N., & Mori, H. (2021). Comprehensive physical chemistry learning based on blended learning: A new laboratory course. Journal of Chemical Education, 98(12), 3864–3870.
Loftin, R. B., Engleberg, M., & Benedetti, R. (1993). Applying virtual reality in education: A prototypical virtual physics laboratory. Proceedings of the IEEE Research Properties in Virtual Reality Symposium, 67–74.
Magnopus. (2019). Mission: ISS: Quest (Version 1.2.55) [Computer software]. Oculus. https://www.oculus.com/experiences/quest/2094303753986147/
Makransky, G., Petersen, G. B., & Klingenberg, S. (2020). Can an immersive virtual reality simulation increase students’ interest and career aspirations in science? British Journal of Educational Technology, 51(6), 2079–2097.
Mishra, D. L., Gupta, D. T., & Shree, D. A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 100012.
Mystakidis, S. (2022). Metaverse. Encyclopedia, 486–497.
National Research Council. (2000). How people learn: Brain, mind, experiences, and school. National Academy Press.
Oculus. (2020). First Steps for Quest 2 (Version 1.0) [Computer software]. Oculus. https://www.oculus.com/experiences/quest/3675568169182204
Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of COVID-19 on learning – The perspective of the Ghanaian student. European Journal of Education Studies, 7(3), 88–101.
Papadimitropoulos, N., Dalacosta, K., & Pavlatou, E. A. (2021). Teaching chemistry with Arduino experiments in a mixed virtual-physical learning environment. Journal of Science Education and Technology, 30(4), 550–566.
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425–436.
Radu, M. C., Schnakovszky, C., Herghelegiu, E., Ciubotariu, V. A., & Cristea, I. (2020). The impact of the COVID-19 pandemic on the quality of educational process: A student survey. International Journal of Environmental Research and Public Health, 17(21), 1–15.
Ripoll, V., Godino-Ojer, M., & Calzada, J. (2021). Teaching chemical engineering to biotechnology students in the time of COVID-19: Assessment of the adaptation to digitalization. Education for Chemical Engineers, 34, 21–32.
Rivera, J. H. (2016). Science-based laboratory comprehension: an examination of effective practices within traditional, online and blended learning environments. Open Learning, 31(3), 209–218.
Serin, H. (2020). Virtual reality in education from the perspective of teachers. Revista Amazonia Investiga, 9(26), 291–303.
Silva, A., Silva, J., Gouveia, C., Silva, E., Rodrigues, P., Barbot, A., Quintas, A., & Coelho, D. (2020). Science education and computational thinking – adapting two projects from classroom learning to emergency distance learning. International Journal on Lifelong Education and Leadership, 6(2), 31–38.
Sullivan, S., Gnesdilow, D., Puntambekar, S., & Kim, J. (2017). Middle school students’ learning of mechanics concepts through engagement in different sequences of physical and virtual experiments. International Journal of Science Education, 39(12), 1573–1600.
TEDx Talks. (2021, Nov 11). The future of an immersive Metaverse | Artur Sychov | TEDxUNYP [Video]. YouTube. https://youtu.be/odbqlASYv9E
Thomas, C. J. (2020). Coronavirus and challenging times for education in developing countries. Brooking. https://www.brookings.edu/blog/education-plus-development/2020/04/13/coronavirus-and-challenging-times-for-education-in-developing-countries/
Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403–418.
Toquero, C. M. (2020). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, 15, 162–176.
Wang, D.,Guo, Y., Liu, S., Zhang, Y., Xu, W., & Xiao, J. (2019). Haptic display for virtual reality: progress and challenges. Virtual Reality and Intelligent Hardware, 1(2), 136–162.
Yang, F., & Goh, Y. M. (2022). VR and MR technology for safety management education: An authentic learning approach. Safety Science, 148, 1–12.
Lee, J. (2021). A study on metaverse hype for sustainable growth. International Journal of Advanced Smart Convergence, 10(3), 72–80.
VRChat. (2019). VRChat (Version 2022.2.1p4-1205) [Computer software]. VRChat Inc. https://www.oculus.com/experiences/quest/1856672347794301/
Zahabi, M., & Abdul Razak, A. M. (2020). Adaptive virtual reality-based training: a systematic literature review and framework. Virtual Reality, 24(4), 725–752.
Zilka, G. C., Rahimi, I. D., & Cohen, R. (2019). Sense of challenge, threat, self-efficacy, and motivation of students learning in virtual and blended courses. American Journal of Distance Education, 33(1), 2–15.
Bejan, T. M. (2017). The two clashing meanings of ‘free speech’. The Atlantic. https://www.theatlantic.com/politics/archive/2017/12/two-concepts-of-freedom-of-speech/546791/
Bruce, C. (1997). The seven faces of information literacy. Auslib Press.
Buchholz, B. A., DeHart, J., & Moorman, G. (2020). Digital citizenship during a global pandemic: Moving beyond digital literacy. Journal of Adolescent & Adult Literacy, 64(1), 11–17.
Buckingham, D. (1993). Going critical: The limits of media literacy. Australian Journal of Education, 37(2), 142–152.
Candela, L. (undated). Barriers to effective communication. Lumen Candela. https://courses.lumenlearning.com/boundless-management/chapter/barriers-to-effective-communication/
Carretero-Gómez, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use (No. JRC106281). Publications Office of the European Union.
Chonchaiya, W., Nuntnarumit, P., & Pruksananonda, C. (2011). Comparison of television viewing between children with autism spectrum disorder and controls. Acta Paediatr, 100(7), 1033–1037.
Davydov, S. L., Logunova, O., Maltseva, D., Sharikov, A., & Zadorin, I. (2020). Digital literacy concepts and measurement. Internet in Russia. Springer.
Dresp-Langley, B. (2020). Children’s health in the digital age. International Journal of Environmental Research and Public Health, 17(9).
Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe (No. JRC83167). Publications Office of the European Union.
Gilster, P. (1997). Digital literacy. John Wiley & Sons, Inc.
Heffler, K. F., Sienko, D. M., Subedi, K., McCann, K. A., & Bennett, D. S. (2020). Association of early-life social and digital media experiences with development of autism spectrum disorder-like symptoms. JAMA Pediatrics, 174(7), 690–696.
Helwig, C. C. (1998). Children’s conceptions of fair government and freedom of speech. Child Development, 69(2), 518–531.
Higgins, G. E., Wolfe, S. E., & Marcum, C. D. (2008). Digital piracy: An examination of three measurements of self-control. Deviant Behavior, 29(5), 440–460.
Huang, Y., & Chou, C. (2013). Revisiting cyberbullying: Perspectives from Taiwanese teachers. Computers & Education, 63(1), 227–239.
Hutchison, K., Paatsch, L., & Cloonan, A. (2020). Reshaping home–school connections in the digital age: Challenges for teachers and parents. E-Learning and Digital Media, 17(2), 167–182.
International Society for Technology in Education. (2020). Explore the DigCitCommit competencies. DigCitCommit. https://digcitcommit.org/
International Telecommunication Union. (2018). Young people more connected than the rest of the population. International Telecommunication Union. https://www.itu.int/itu-d/reports/statistics/2021/11/15/youth-internet-use/
Kraut, R. (1984). Socrates and the state. Princeton University Press.
Lindeman, S., Svensson, M., & Enochsson, A.-B. (2021). Digitalisation in early childhood education: a domestication theoretical perspective on teachers’ experiences. Education and Information Technologies, 26(4), 4879–4903.
Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet: the perspective of European children: full findings and policy implications from the EU Kids Online survey of 9–16 year old and their parents in 25 countries. EU Kids Online.
Marcum, J. W. (2002). Rethinking information literacy. The Library Quarterly, 72(1), 1–26.
Marr, B. (2018). How much data do we create every day? The mind-blowing stats everyone should read. Forbes.
Milenkova, V., & Lendzhova, V. (2021). Digital citizenship and digital literacy in the conditions of social crisis. Computers, 10(4), 40.
Moore, D., & Dwyer, F. M. (1994). Visual literacy: a spectrum of visual learning. Educational Technology.
Palme, J., & Berglund, M. (2002). Anonymity on the Internet. Department of Computer and Systems Sciences at Stockholm University.
Redmond, P., Lock, J. V., & Smart, V. (2020). Developing a cyberbullying conceptual framework for educators. Technology in Society, 60, 101223.
Rossiter Jr, C. M., Jr. (1969). Teaching freedom of speech in the basic course. Speech Association of America: Committee on Freedom of Speech - Yearbook, 8(1), 56–61.
State of the Union. (2020). State of the Union 2020. European Commission.
UNESCO. (2011). Digital literacy in education. IITE Policy Brief. https://iite.unesco.org/publications/3214688/
UNICEF. (2018). Policy guide on children and digital connectivity. UNICEF. https://www.unicef.org/esa/reports/policy-guide-children-and-digital-connectivity
United Nations High Commissioner for Refugees. (1789). France: The declaration of the rights of man and the citizen. France
United States Senate. (1787). Constitution of the United States. https://www.senate.gov/civics/constitution_item
Vuorikari, R., Punie, Y., Carretero-Gómez, S., & Van den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model (No. JRC101254). Publications Office of the European Union.
Weinberger, A., Fischer, F., & Mandl, H. (2002). Fostering individual transfer and knowledge convergence in text-based computer-mediated communication. In Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL.
Worzel, R. (undated). Digital literacy: A revolution begins. TeachMagazine, Education for Today and Tomorrow. https://teachmag.com/archives/4975
Yilmaz, H. (2010). An examination of preservice teachers’ perceptions about cyberbullying. Eurasia Journal of Mathematics, Science and Technology Education, 6, 263–270.
Bhagianadh, D., & Arora, K. (2022). COVID-19 vaccine hesitancy among community-dwelling older adults: The role of information sources. Journal of Applied Gerontology, 41(1), 4–11.
Biasio, L. R., Bonaccorsi, G., Lorini, C., Pecorelli, S. (2021). Assessing COVID-19 vaccine literacy: A preliminary online survey. Human Vaccines & Immunotherapeutics, 17(5), 1304–1312.
Boland, T. (1993). The importance of being literate: Reading development in primary school and its consequences for the school career in secondary education. European Journal of Psychology of Education, 8(3), 289–305.
Bormuth, J. R. (1973). Reading literacy: Its definition and assessment. Reading Research Quarterly, 7–66.
Bouchamma, Y., Poulin, V., Basque, M., & Ruel, C. (2013). Impact of students’ reading preferences on reading achievement. Creative Education, 4(08), 484–491.
Bridgman, A., Merkley, E., Loewen, P. J., Owen, T., Ruths, D., Teichmann, L., & Zhilin, O. (2020). The causes and consequences of COVID-19 misperceptions: Understanding the role of news and social media. Harvard Kennedy School Misinformation Review, 1(3).
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens. With eight proficiency levels and examples of use. Publications Office of the European Union.
Chui, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331–362.
Clark, C., & Rumbold, K. (2006). Reading for pleasure: A research overview. National Literacy Trust.
Correia, P. R. M., do Valle, B. X., Dazzani, M., & Infante-Malachias, M. E. (2010). The importance of scientific literacy in fostering education for sustainability: Theoretical considerations and preliminary findings from a Brazilian experience. Journal of Cleaner Production, 18(7), 678–685.
Drummond, C., & Fischhoff, B. (2017). Individuals with greater science literacy and education have more polarized beliefs on controversial science topics. Proceedings of the National Academy of Sciences, 114(36), 9587–9592.
Fernbach, P. M., Light, N., Scott, S. E., Inbar, Y., & Rozin, P. (2019). Extreme opponents of genetically modified foods know the least but think they know the most. Nature Human Behaviour, 3(3), 251–256.
Fisher, K. A., Bloomstone, S. J., Walder, J., Crawford, S., Fouayzi, H., & Mazor, K. M. (2020). Attitudes toward a potential SARS-CoV-2 vaccine: A survey of US adults. Annals of Internal Medicine, 173(12), 964–973.
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1.
Glynn, S. M., & Muth, K. D. (1994). Reading and writing to learn science: Achieving scientific literacy. Journal of Research in Science Teaching, 31(9), 1057–1073.
Grey, S., & Morris, P. (2018). PISA: Multiple ‘truths’ and mediatised global governance. Comparative Education, 54(2), 109–131.
Haeck, C., & Lefebvre, P. (2020). Pandemic school closures may increase inequality in test scores. Canadian Public Policy, 46(S1), S82–S87.
Han, K., Francis, M. R., Zhang, R., Wang, Q., Xia, A., Lu, L., & Hou, Z. (2021). Confidence, acceptance, and willingness to pay for the COVID-19 vaccine among migrants in Shanghai, China: A cross-sectional study. Vaccines, 9(5), 443.
Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran pada masa pandemi COVID-19. Jurnal Teknologi Pendidikan, 22(1), 65–70.
Horbec, D. (2012). The link between reading and academic success. English in Australia, 47(2), 58–67.
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45.
Levine, E. (2001). Reading your way to scientific literacy. Journal of College Science Teaching, 31(2), 122.
Liu, X. (2009). Beyond science literacy: Science and the public. International Journal of Environmental and Science Education, 4(3), 301–311.
Liu, X. (2013). Expanding notions of scientific literacy: A reconceptualization of aims of science education in the knowledge society. In Science education for diversity (pp. 23–39). Springer.
Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199–214.
Logan, S., & Johnston, R. (2010). Investigating gender differences in reading. Educational Review, 62(2), 175–187.
Loh, C. E., & Sun, B. (2018). Report on the reading habits of Singaporean teenagers 2017. Office of Education Research.
McCracken, M., & Murray, T. S. (2009). The economic benefits of literacy: Evidence and implications for public policy. London: Canadian Language and Literacy Research Network.
Mullis, I. V. (2007). PIRLS 2006 International report: IEA’s progress in international reading literacy study in primary school in 40 countries. TIMSS & PIRLS International Study Center, Boston College.
Mullis, I. V., Martin, M. O., & Gonzalez, E. J. (2003). PIRLS 2001 international report. International Study Center.
Neumann-Böhme, S., Varghese, N. E., Sabat, I., Barros, P. P., Brouwer, W., van Exel, J., Schreyogg, J., & Stargardt, T. (2020). Once we have it, will we use it? A European survey on willingness to be vaccinated against COVID-19. The European Journal of Health Economics, 21(7), 977–982.
OECD. (2019). What is PISA? OECD. https://www.oecd.org/pisa/.
Okan, O., Bollweg, T. M., Berens, E.M., Hurrelmann, K., Bauer, U., & Schaeffer, D. (2020). Coronavirus-related health literacy: A cross-sectional study in adults during the COVID-19 infodemic in Germany. International Journal of Environmental Research and Public Health, 17(15), 5503.
PISA. (2015). Draft science framework 2013. OECD.
Renaissance Learning. (2020). How kids are performing: Tracking the impact of COVID-19 on reading and mathematics achievement. Wisconsin Rapids, WI. Special Report Series, Fall.
Plohl, N., & Musil, B. (2021). Modeling compliance with COVID-19 prevention guidelines: The critical role of trust in science. Psychology, Health & Medicine, 26(1), 1–12.
Prayogi, R. D., & Estetika, R. (2019). Kecakapan abad 21: Kompetensi digital pendidik masa depan. Jurnal Manajemen Pendidikan, 14(2), 144–151.
Reisoglu, I., & Cebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers and Education, 156, 103940.
Reiter, P. L., Pennell, M. L., & Katz, M. L. (2020). Acceptability of a COVID-19 vaccine among adults in the United States: How many people would get vaccinated? Vaccine, 38(42), 6500–6507.
Rosenthal, S., & Cummings, C. L. (2021). Influence of rapid COVID-19 vaccine development on vaccine hesitancy. Vaccine, 39(52), 7625–7632.
Science, J. R. C., & Policy, F. O. R. (2017). European Framework for the Digital Competence of Educators.
Serpa, S., Ferreira, C. M., Sa, M., & Santos, A. I. (2021). COVID-19 and scientific literacy. Journal of Educational and Social Research, 11(2), 1–4.
Sun, B., Loh, C. E., & Nie, Y. (2021). The COVID-19 school closure effect on students’ print and digital leisure reading. Computers and Education Open, 2, 100033.
Sørvik, G. O., & Mork, S. M. (2015). Scientific literacy as social practice: Implications for reading and writing in science classrooms. Nordic Studies in Science Education, 11(3), 268–281.
Troiano, G., & Nardi, A. (2021). Vaccine hesitancy in the era of COVID-19. Public Health, 194, 245–251.
Tsankov, N., & Damyanov, I. (2019). The digital competence of future teachers: Self-assessment in the context of their development. International Journal of Interactive Mobile Technologies, 12, 4–18.
UNICEF. (2020). COVID-19: Are students able to continue learning due to school closures? UNICEF. https://data.unicef.org/resources/remote-learning-reachability-factsheet/
Vraga, E. K., Tully, M., & Bode, L. (2020). Empowering users to respond to misinformation about COVID-19. Media and Communication (Lisboa), 8(2), 475–479.
Wildova, R., & Kropackova, J. (2015). Early childhood pre-reading literacy development. Procedia-Social and Behavioral Sciences, 191, 878-883.
Wong, L. P., Alias, H., Wong, P. F., Lee, H. Y., & AbuBakar, S. (2020). The use of the health belief model to assess predictors of intent to receive the COVID-19 vaccine and willingness to pay. Human Vaccines & Immunotherapeutics, 16(9), 2204–2214.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.