Salasika INDONESIAN JOURNAL OF GENDER, WOMEN, CHILD, AND SOCIAL INCLUSION'S STUDIES

VOLUME 1, NUMBER 2 – JULY 2018

Table of Content

Gender and ICT Usage: Self-Assessment of Critical Issues Facing Indonesia-Thai Gen Y Students' Future by 2030 Leslie Retno Angeningsih & Bangon Sirisunyaluck 85

Sekar Jagad Art Studio as An Agent of Citizens’s Diplomacy (Study of Women’s Participation in Intercultural Relations) Setyasih Harini 103

“Aliansi Laki-Laki Baru”: The Role of Social Media in Promoting Gender Equality in Indonesia Eni Maryani, Preciosa Alnashava J, & Detta Rahmawan 117

Standardized Certification for Indonesian Female Migrant Workers: Towards Qualified Domestic Workers Kiki Zakiah & Chairiawaty 133

Pragmatics Competence of Preschool Age Children Eti Setiawati & Putri Kumala Dewi 145

CHIEF EDITORS Dr. Ir. Arianti Ina Restiani Hunga, M.Si. (Scopus ID: 46161114400; Google Scholar); Dr. Phil. Dewi Candraningrum. (Google Scholar).

EXECUTIVE EDITORS Indriretno Setyaningrahayu, M.Pd. (Google Scholar); Daniel Kurniawan, M.Pd. (Google Scholar); Andi Misbahul Pratiwi, M.Si. (Google Scholar).

BOARD OF EDITORS Prof. Claudia Derichs (Scopus ID: 14026487800). Humboldt Universität zu Berlin, Germany; Assoc. Prof. Dr. Ida Sabelis (Scopus ID: 6507181398). Vrije Universiteit (VU) Amsterdam, The Netherlands; Prof. Siti Kusujiarti.MA. (Scopus ID: 56276925900). Warren Wilson College, USA; Dr. Ratna Saptari (Scopus ID: 6504610910). Leiden University; Prof. Sylvia Tiwon (Scopus ID: 6506468591). University of California; Prof. Dr. Emy Susanti, MA. (Google Scholar). Airlangga University; Prof. Dr. Ir. Keppi Sukesi, MS. (Scopus ID: 56025803300). Brawijaya University; Dr. Kristi Poerwandari, MA. (Scopus ID: 25628305200). University of Indonesia; Prof. Dr. Willemijn de Jong (Scopus ID: 55258294800). University of Zurich, Switzerland; Prof. Lyn Parker (Scopus ID: 56273266700). The University of Western Australia.

REVIEWERS Prof. Lyn Parker (Scoups ID: 56273266700). University of Western Australia, Perth, Australia; Dr. Elisabet Titik Murtisari (Scopus ID: 38161752200; Google Scholar). Satya Wacana Christian University; Dr. Wening Udasmoro (Scopus ID: 56493135600; Google Scholar). Gadjah Mada University; Dr. Phil. Farah Purwaningrum (Scopus ID: 57205254451; Google Scholar). The University of Sydney & Rahayu and Partners in association with HFW; Alimatul Qibtiyah, M.Si. MA. Ph.D. (Scopus & Google Scholar). Sunan Kalijaga State Islamic University; Dr. Tyas Retno Wulan, M.Si. (Scopus & Google Scholar). The Jenderal Soedirman University; Dr. Titik Sumarti, MSi. (Scopus & Google Scholar). Bogor Agricultural University; Prof. Dr. Mien Ratoe Oedjoe, MPd. (Google Scholar). The University of Nusa Cendana, Kupang; J. Casey Hammond, PhD. (Scopus & Google Scholar). Singapore University of Technology and Design; Dr. Phil. Ratna Noviani (Google Scholar). Gadjah Mada University; Dr. Rina Herlina Haryanti (Google Scholar). Sebelas Maret University; Dr. Ida Ruwaida Noor (Google Scholar). University of Indonesia; Dr. Nurjanah, SP.M.Pd. (Google Scholar). State University of Jakarta; Dr. Ir. Evi Feronika Elbaar, M.Si. (Google Scholar). The University of Palangka Raya; Dr. Jendrius M.Si. (Google Scholar). Andalas University; Dr. Grace Jenny Soputan, SE. (Google Scholar). Manado State University; Dr. Anis Farida, S.Sos., SH., M.Si. (Scopus & Google Scholar). Sunan Ampel State Islamic University Surabaya; Ira Desiaanti Mangiliko, S.Si,.Ph.D. (Google Scholar). The Artha Wacana Christian University. Gender and ICT Usage: Self-Assessment of Critical Issues …. (Angeningsih & Sirisunyaluck)

Gender and ICT Usage: Self-Assessment of Critical Issues Facing Indonesia-Thai Gen Y Students' Future by 2030

Leslie Retno Angeningsih & Bangon Sirisunyaluck Government Study Program at Institute of Community Development (APMD), Yogyakarta & Social Science Department at Maejo University, Chang Mai, Thailand [email protected] & [email protected]

ABSTRACT Gen Y students, known as Millenials, were born between 1980 and 2000. They account for a third of global population and mostly live in developing countries. The aim of this study is to investigate ICT usage among Indonesian and Thai male and female Gen Y students in self-assessment of critical issues facing their future by 2030. This study used descriptive statistics that incorporated Multiple Linear Regression (MLR) model. A survey using questionnaires was conducted at the Institute of Community Development (APMD), Yogyakarta, Indonesia and Maejo University, Chang Mai, Thailand. Respondents were selected using random sampling. A total of 316 respondents as the sample of this study were made up of 128 Indonesian and 188 Thai students with response rate of 73.14% and 78.33%, respectively. The results showed that there were significant differences in ICT usage among Indonesian and Thai Gen Y students in their self-assessment toward critical issues they would face by 2030.

KEYWORDS: ICT, gender, Generation Y, self-assessment, SGDs

INTRODUCTION Many researches had been done on ICTs usage in relation to Gen Y Generation Y is a generation of (Karubi & Ching, 2015; Valentine & people born between 1980 and 2000 Powers, 2013), age (Attuquayefio & that grows up as a part of the Addo, 2016), gender (Mahmood & emergence of Information and Bokhari, 2012; Zabadi & Al-Alawi, Communication Technology (ICT) 2016) and self-assessment (Harrison (Singhachotsukpat et al., 2013, p. et al., 2010; Puspita & Ischii, 2016). 222). They are also known as the Attuquayefio & Addo's study (2016) Millennials (Salt, 2006). In this study, found there were no differences Generation Y is mentioned as Gen Y. among male and female students in Gen Y use ICT devices in almost all the use of ICT. However, there were of their daily activities such as in mixed differences in the use of ICT making friends, maintaining among younger and older people. communication, and knowledge Later, Karubi and Ching's study management (Meier et al., 2010). (2015) on gender and ICT usage found that Malaysian "Orang Asli" 85

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openly adopted ICTs in order to Internet, and social media. Second, move forward. It was similar to ICTs can significantly reduce the Valentine and Powers' study (2013) cost of health, education, and on Gen Y and attitude toward ICT economic services. Third, ICTs stating that GenY had positive accelerate public awareness of ICTs attitude toward ICTs than older through "generation technologies" generation. Another study shows improvements. Fifth, ICTs can that people's behavior towards the accelerate the diffusion of use of ICTs, particularly to the technology by providing cheap internet, varied depending on their online platforms for the delivery of expectations and countries (Vyncke SDG-based services (Sachs, 2017). & Bergman, 2010). Finally, students' SDG 5 is about gender equality attitudes toward e-learning and women's empowerment. ICTs outcomes were found varied among offer great potential for women to gender, ICT usage, and skills (Zabadi end poverty, improve education and & Al-Alawi, 2016). health, enhance agricultural The main character of Gen Y productivity, and create decent students is that they learn more employment. Increasing access to from the outside world than online resources for women and classroom. They have their own girls is essential. Women and girls capability to seek information. They need to be informed about the are recognized as generation of benefits of ICTs, so they have rights problem solvers (Gulbahar & Guven, to greater access demand (ITU, 2008). Kennedy et al. (2006) argue 2016). that students' experiences in ICTs have penetrated almost embracing ICTs are not every aspect of everyday life such as generalizable. A survey done by work, business, teaching, learning, Skene et al. (2007) of Australian recreation and health. The use of students shows that Gen Y is a ICT does not only improve the diverse group and not all of the learning environment but also students are familiar with ICTs. prepares the future of the next Many students know nothing about generation (Wheeler, 2001). Thus, ICTs. Some others use ICTs only preparing students for real life in when they need something. ICT world is critical (Braun & Kraft, Therefore, Gen Y students' 1995). competence and critical thinking to assess and use ICTs still require Since then, very few studies further study (Moore, Moore & investigate ICT usage altogether and Fowler, 2005). examine them toward student's self- assessment on SDGs related issues. In the 21st century, each country This study attempts to examine ICT in the world is trying rigorously to usage and Gen Y students' self- achieve SDGs by 2030. ICTs are assessment on SDGs related issues strategic tools to accelerate the controlled by country of origin, achievement. ICT usage contributes gender, and age. This study was five advantages to SDG conducted in two universities, one achievement. First, ICTs disperse was the Institute of Community globally with extraordinary speed Development (APMD) located in 86 using mobile phone, computer, the

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Yogyakarta, Indonesia, and the other Respondents were selected using was Maejo University in Chang Mai, random sampling with the total of Thailand. These two universities 316 students made up of 128 were selected as research location Indonesian and 188 Thai students. because they had social science and The response rate was 73.14% for rural studies programs. The Institute Indonesian and 78.33% for Thai of Community Development respondents. (APMD) is the only Indonesian A self-administered private institute that has village and questionnaire was used in this study. regional government as well as rural The questions were on the use of community development programs. ICT devices, country of origin, Maejo University in Chang Mai, gender, and age. The students were Thailand focuses on Agriculture and also asked about the use of cellular Social Sciences. The research phone, notebook or laptop, PC, Ipad, questions of this study are: How do and tablet in their daily lives. Seven Indonesian and Thai Gen Y students categories for cellular phone usage mostly do with their ICT devices in were: 1) making phone calls, 2) short daily live, how do they do self- message, 3) browsing, 4) taking assessment on the critical issues picture, 5) music, 6) games, and 7) related to their future, what issues do other. Six other usage categories for they think they will face by 2030, notebook and PC answers were: 1) and are there any differences or office or writing, 2) browsing, 3) similarities in student's self- games, 4) music, 5) video, and 6) assessment of critical issues based on other. Nine categories answers of their country of origin, gender, and Ipad and Tablet usage answers were: age. The main objectives of this 1) office or writing, 2) browsing, 3) study is to provide a detailed picture games, 4) music, 5) video, 6) phone of ICT usage among male and calls, 7) taking picture, 8) short female Indonesian and Thai Gen Y messages, and 9) other. students and their self-assessment on critical issues related to SDGs. The dependent variables (Y) were about 20 terms linked to

Sustainable Development Goals. Data for this study was collected The utilization of ICT is believed to through a survey of students of have positive impacts on social Government Studies Program at the inclusion, economic growth and Institute of Community environment conservation that can Development (APMD) Yogyakarta, accelerate SDGs achievement Indonesia and students of Social (Martin, 2017). Since Gen Y students Science at Maejo University, Chang are well-known as "digital native" Mai, Thailand. The population of (Prensky, 2001), they need to know Indonesian students was chosen those issues to anticipate the from 5 parallel classes of situations and prepare for the best Introduction to Sociology course. for their future lives. Gen Y The total number was 175 students. knowledge and concern on SDGs The population of Thai students was issues are essential for examination. chosen from 4 classes of General Students were asked to do self- Courses of Social Science Program. assessment on each of those terms The total number was 240 students. by providing answers with score 87

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ranging from 1 to 10. A score of 1 young people with the skills (one) means "no serious problem at necessary to become lifelong all" while a score of 10 (ten) means learners and global citizens of the "there is a very serious problem". All 21st century (Arzal, 2016). nominal variables are recorded into

dummy variables with 1 (one) as predicted category and 0 as a Nearly 70 percent of the bottom reference group. fifth of the population in developing countries own mobile phones. The

number of internet users has more This study used descriptive than tripled in a decade, from 1 statistics to examine respondent’s billion in 2005 to an estimated 3.2 socio-demographics and ICT devices billion at the end of 2015 (World usage. To measure the extent to Development Report, 2016). which country of origin, gender, age Smartphones are more common in and ICT usage predict students' self- developed countries than in assessment on twenty critical issues developing countries. Two-thirds related to SDGs, this study used worldwide use the internet but fewer Multiple Linear Regression (MLR). do in Africa and South Asia. Fewer Five Multiple Linear Regression than six-in-ten Millenials have models were conducted to examine access to the internet (ITU, 2017). the variance of independent Internet users in Indonesia have variables being regressed toward the tremendously increased. According dependent variables as in bivariate to Razak Nuraini (2014), 43.5 million exercises. young people aged 10 to 19 years of the total 82 million internet users ICT USAGE access the internet. In 2015, internet users reached 93.4 million (47.9 The rapid adoption of percent) of the total population (Ali smartphones, tablets or other mobile & Lilik, 2016). On the other hand, devices, and Social Network Sites Thailand internet users in 2015 (SNS) plays important role in young reached 27.3 million or 40.3 per users’ lives (Goosen, 2017; cent. Global Information Lindemann, 2017). They use ICTs Technology Report 2016 shows that for internet, facebook (Klein, 2016), in 2015, Indonesia ranks 79 on the information, work, entertainment, Networked Readiness Index out of and social network (Volkom, Stapley, 143 countries, whereas Thailand & Malter, 2013). Nowadays, ICT ranks 67 (Baller, et.al, 2016). usage turns into a next step that Indonesian students (80 percent) use Ziemba (2013) calls as sustainable the internet for data or information, information society. People start to social media (70 percent), music (65 use ICTs for economic, socio- percent) and video (39 percent) cultural, political, and sites. Chadchawan (in environmental sustainability (Elliot, Singhachotsukpat et al. 2013) states 2011). Through ICTs, young people that Thai Generation Y use ICTs for can be active learners and develop lifestyle and to ease their daily life critical thinking, skills, and creativity instead of finding information for (Hubbard, 2013). Yet, ICTs provide gathering knowledge. 88

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GENDER one another, express affection or concern, and being critical of their ICT initiation has acquired a new circumstances (Antonio and Tuffley, dimension for women. Women start 2014). ICTs can help to empower to take advantage of the existence of women. ICTs. It was shown by the increasing number of women using ICTs (Egbo et al., 2011). However, the percentage AGE of men using ICTs is still higher (56 percent) than women (44 percent) Howe and Strauss (2009) in their (Comscore, 2013). The disparity of Generational Theory states that online access between men and people who are born in the same women is the results of different period of time belong to a specific types of information being sought. cohort or generation. People belong Women prefer to use internet for to a certain age cohort are more recreational information and likely to have the same experiences, hobbies, whereas men use it for attitudes, values, and lifestyle (Hoyer hobbies, reading, informal classes, & MacInnis, 2010; McCrindle downloading music or video, remix Research Pty Ltd, 2011). Gen Y is an files, listening to radio, getting age cohort of people born between financial information to political 1985 and 2000. Some of them are news (Pew Internet and American now college students. They have Life Project, 2012). confidence in their competence, intellegence, and attractiveness. As Although the number of women they are too confident, some people utilizing ICTs increases persistently, call them as narcissists (Twenge, et their attitude towards e-learning is al., 2008). still behind men (Liaw and Huang, 2011). Therefore, a gender gap in A study of ICT usage across Indonesian Internet users remains. different age cohort in Indonesia by Many Indonesian women still have Ramdhani and Wiradhany (2015) less comprehension of how to utilize found that there was no difference in digital media or the Internet ICT access, activities, investment in effectively (Suwana, 2017). They ICT, and attitude towards ICTs. On suggest that ICT literacy is the contrary, a survey by Puspita and important. People should not be Ischii (2016) of ICT device optimistic to the prospect of mobile ownership, Internet adoption, internet in cutting down the digital usages, and information acquisition divide (Puspita and Ischii, 2016). The in Indonesia shows that there are utilization of ICTs creates a new significant differences between form of inequality in the digital younger and older, educated and less divide (Report of the Seoul Expert educated people in mobile phones Group Meeting, Republic of Korea and internet usage. Utomo et al.'s 11-14 November, 2002). Once (2013) study reveals that ICT usage addressing gender inequality, ICT for internet varies in terms of usage remains critical (Mahmood gender and social economic status. and Bokhari, 2012). Social media can And, Harendita's study (2013) on ICT actually be used for women usage and Indonesian teachers' empowerment (Primo, 2013). resistance to ICT usage indicates that Women are able to communicate to teachers as older generations are still 89

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unsure whether they should accept ways in which to improve or resist the use of ICTs. themselves. Referring to all statements above, this research is According to a survey report of conducted to find out how students Thailand’s National Statistical Office collect information and reflect on in 2016 (National Statistical Office, their own understanding and 2017), young Thai generation age 6 judgment to make them aware of years and over were 20.2 million of problems they will be facing in the computer users (32.2 percent), 29.8 future. million of internet users (47.5 percent) and 51.1 million of mobile phone users (81.4 percent). More CRITICAL ISSUES RELATED TO Thai people are using smartphones for various online activities, such as SDGS BY 2030 accessing information about SDGs are universal goals that products and services and apply to all countries and involve the downloading music, apps and entire world. ICTs play significant movies. Thai Gen Y like to stay roles in decoupling economic connected, post and share on development from the use of natural Facebook and Instagram Live logs. resources, so that resource use does not increase along with economic development, giving rise to the so- SELF-ASSESSMENT called Green IT initiatives (Otztruk Student self-assessment is a et al., 2011). The question of how process in which students collect these initiatives can become information and reflect on their own sustainable in the long term in order understanding. Students' self- to contribute to the sustainability of assessment of personal progress in developmental strategies at national knowledge, skills, processes, or or global level arises (Tjoa & Tjoa, attitudes makes them more aware 2016). and self-understanding as learners Gen Y have early and frequent (Ministry of Education, 2002, p. 3). exposure to technology, which has Self-assessment with its emphasis on advantages in terms of cognitive, student responsibility and making emotional, and social outcomes judgments is “a necessary skill for (Immordino-Yang et al., 2012). They lifelong learning” (Boud, 1995, p. 11). rely heavily on technology for Additionally, the self-assessment entertainment, to interact with process can help “to prepare others – and even for emotion students not just to solve the regulation. Members are problems we already know the experiencing instant communication answer to, but to solve problems we technologies, social networking, and cannot at the moment even globalization (Park and Gursoy, conceive” (Brew, 1995, p. 57). 2012). They encompass user- Sedikides (1993) shows that self- generated services (such as blogs), assessment does exist and is one of social networking sites, online the self-evaluation motives. It is review or rating sites, virtual game important to self-evaluate as it worlds, video sharing sites and means that people are able to realize online communities, whereby 90 consumers produce, design, publish,

Gender and ICT Usage: Self-Assessment of Critical Issues …. (Angeningsih & Sirisunyaluck)

or edit content (Krishnamurthy & Gen Y students (59.5 percent) was Dou, 2008). Some studies suggest higher than Indonesian Gen Y that Gen Y actively contribute students (40.5 percent). The content, create and mash that they percentage of Thai female students gravitate toward social media sites (46.8 percent) was higher than where they can participate (Dye, Indonesian female students (10.1 2007). They prefer to stay connected percent). On the other hand, the and multitask through technology percentage of Indonesian male (Rawlins et al., 2008). students (30.4 percent) was higher than Thai male students (12.7 Digital solutions can close SDGs percent). In terms of age, the achievement gaps by transforming majority of Thai female students people’s lives and works. GeSI's (35.8 percent) were 19 years old, and (Global e-Sustainability Initiative) 11.7 percent were 20 years old. Initiative research suggests that Indonesian male students mostly digital solution will have a huge and (16.7 percent) were 18 years old and measureable positive impact on 11.4 percent were 19 years old. None improving people's life quality, of Thai students were at the age of fostering equitable growth and 24-year-old. However, 0.6 percent of protecting the environment. ICTs Indonesian students were 24 years offer tremendous opportunities to old. The rest of the students from deliver public services, including both countries were between the healthcare, education, and basic ages of 21 to 23 years old. infrastructure to more people. Universities can play a major role in Research and Development (R&D) to train a new generation of sustainable ICT DEVICES USAGE development leaders and play a key Data on ICT device ownership role in public awareness and showed that all of Indonesian and education. Universities can be Thai students owned cellular critical and invaluable sources of phones, 75 percent students owned long-term independent technical notebooks or laptops, 34.2 percent assistance to governments to design owned PCs, 11.7 percent owned and support implementation of SDG Tablets, and only 10.8 percent plans (Matte et.al, 2015, p. 16). owned IPads. Majority of Indonesian Indonesian and Thai Gen Y students students used cellular phones for are living in developing countries sending short messages (58.6 where life situations are still behind percent), while Thai students used developed countries. Therefore, ICT them for making phone calls. competences and Gen Y students' Indonesian students mostly used critical thinking on issues related to notebooks or laptops for browsing SDGs will be important and relied (28.1 percent), but Thai students used on. them for writing (39.9 percent). Both Indonesian (5.5 percent) and

Thailand (31.9 percent) students used SOCIO-DEMOGRAPHICS PCs for office or writing. Generally, Indonesian students used IPads for Descriptive statistics on students' browsing, playing games, watching country of origin, gender and age videos, or taking pictures (0.8 showed that the percentage of Thai 91

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percent) and Thai students used short messages, and taking pictures them for playing games (5.3 were significantly more likely to percent). assess justice, employment and population as serious issues in facing Looking at the relationship the future than students who used between gender and ICT device them for other purposes. Students' usage, it showed differences in country of origin (Indonesia was a results. Male students mostly used predictor and Thailand was a cellular phones for sending short reference group) showed that message (41.9 percent), but female Indonesian students were students used them for making significantly less likely to assess phone calls (60.6 percent). Similar security, economy, and employment difference also occurred in the use of as serious issues in facing the future notebook or laptop. Male students than Thai students. Gender, where used notebooks or laptops for female was predictor and male was browsing (23.5 percent), while reference group, showed that female female students used them for students were significantly more writing (41.2 percent). For PC usage, likely to assess politics, employment, it showed similarity in which male population, and social conditions as (8.8 percent) and female (30.6 critical issues in facing the future percent) students used them for than male students. However, office or writing. Next, male students population and crime issues were mostly used IPads for browsing (2.9 ungeneralizable because the F-test percent) or watching video (2.9 showed p>0.05 level. Finally, age percent), while female students used cohort (cohort of 17-18 years old was them for playing games (3.8 a predictor and cohort of 23-24 percent). Finally, the findings of years old was a reference group) Tablet usage were similar to IPads. showed that 17-18 year old students Male students (2.9 percent) used were significantly less likely to assess Tablets for watching video and natural resources as a serious issue in female students (5 percent) used facing the future than the 23-24 year them for playing game. old students'. To investigate the differences

between students' self-assessment of critical issues (dependent variables) and ICT device usage (independent variables) controlled by students' country of origin, gender, and age, five multiple linear regression models (MLRs) were run. Table 1 describes the first MLR model of cellular phone usage being regressed to self-assessment on twenty critical issues controlled by country of origin, gender, and age. The findings showed that students who used cellular phones for making phone calls, sending 92

Gender and ICT Usage: Self-Assessment of Critical Issues …. (Angeningsih & Sirisunyaluck)

Table 1 Multiple Linear Regression of Cell Phone Usage to Critical Issues Assessment

Note. p<0.001***; p<0.01**; p<0.05*; p>0.05 n.s= not significant; df= 10.

Table 2 Multiple Linear Regression Model of Notebooks or Laptops Usage and Self-Assessment to Critical Issues

Note. p<0.001***; p<0.01**; p<0.05*; p>0.05 n.s= not significant; df = 10.

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The second MLR model was likely to assess natural resources, notebooks or laptops usage being security, and environment as critical regressed to the same dependent issues in facing the future than Thai variables controlled by students' students. country of origin, sex, and age. Table Female students were 2 describes the results of the second significantly more likely to assess model. The findings showed that the that politics, employment, use of notebooks or laptops for population, crime, and social browsing were significantly more conditions were very serious issues likely to assess democracy as a in facing the future than male critical issue the Gen Y students students. However, those three issues would face in the future than the use of employment, population and for other purposes. Indonesian crime situations only existed in the students were statistically more samples (F-Test, p>0.05). likely to assess poverty as serious issue in facing the future but less

Table 3 Multiple Linear Regression of PC Usage to Self-Assessment of Twenty Critical Issues

Note. p<0.001***; p<0.01**; p<0.05*; p>0.05n.s= not significant; df= 10.

Table 3 describes PC usage significantly more likely to assess regressed toward self-assessment on security, environment and natural critical issues assessment control for resources conditions as critical issues the same variables. in facing the future than Thai students. Female students were The third MLR model showed significantly more likely to assess that PC usage had no significant politics, employment, crime, relationship with any issues. Factors demography, and social conditions that determined student's as very serious issues in facing the assessment of the critical issues were future than male students. Similar to students' country of origin and the second models, employment, gender. In both variables, crime and population issues were 94 Indonesian students were

Gender and ICT Usage: Self-Assessment of Critical Issues …. (Angeningsih & Sirisunyaluck)

only found in the sample and not contrast to the use of cellular phone, generalizable (F-test, p>0.05). notebook or laptop and PC, the relationship between IPad usage and The fourth MLR model was the self-assessment of critical issues for use of IPads being regressed to the students in facing the future varied same variables. Table 4 describes the considerably. results of the fourth MLR model. In

Table 4 Multiple Linear Regression Model of IPad Usage to Self-Assessment of Critical Issues Assessment

Note. p<0.001***; p<0.01**; p<0.05*; p>0.05n.s= not significant; df =12.

Indonesian students were Female students were significantly more likely to assess significantly more likely to assess poverty as a serious issue, but less politics, employment, population, likely to assess natural resources, crime, and social aspects as serious security, environment, economy, issues for them in facing the future government, and family conditions than male Gen Y students. as serious issues for them in facing Population issue only existed in the future than Thai Gen Y students. sample groups, not in the population Significant relationship with (F-test, p>0.05). government was only found in the sample (F-test, p>0.05).

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Table 4 Multiple Linear Regression Model of IPad Usage to Self-Assessment of Critical Issues Assessment

Note. p<0.001***; p<0.01**; p<0.05*; p>0.05n.s= not significant; df =12.

Finally, the fifth MLR model was assess natural resources, security, tablet usage being regressed toward environment, and family conditions self-assessment of twenty issues as serious issues for them in facing controlled by the same variables. the future than Thai students. Table 5 describes the results of the Female Gen Y students were fifth model. significantly more likely to assess politics, employment, demography, The findings showed that Gen Y crime and social situations as serious students who used tablets for issues for them in facing the future browsing, office or writing, and than male Gen Y students. The issues video were significantly less likely to of politics, population and crime assess poverty, economy, and were not generalizable (F-test, employment as serious issues for p>0.05). Briefly, it could be stated them in facing the future than Gen Y that the usage of ICT devices in students who used them for other students' self-assessment of twenty purposes. Indonesian students were critical issues related to SDGs varied significantly more likely to assess among Gen Y students in terms of poverty as a serious problem for gender, country of origin, and age. them in facing the future. However, they were significantly less likely to

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Table 5 Multiple Linear Regression Models of Tablet Usage to Self-Assessment of Twenty Critical Issues

Note. p<0.001***; p<0.01**; p<0.05*; p>0.05 n.s= not significant; df =13.

New communication tech- they do not support Attuquayefio nologies are not gender blind. The and Addo’s (2016) study stating that absence of women's voices and there are no differences among male perspectives in information society and female students and Mahmood shows that gender power relations in and Bokhari’s (2012) study new media replicate what has suggesting that ICT usage will happened in conventional media in overcome gender inequality. many ways (Plou, 2003). That is also However, in terms of age, this study shown in the results of this study. supports Attuquayefio and Addo's Female Gen Y students had various (2016) finding. The finding that types of ICT devices but they did not female Gen Y students have more use them for equality achievement. ICTs than male students is similar to that of Egbo, Okoyeuzu, Ifeanacho, ICT usage in self-assessment of and Onwumere (2011). This study critical issues that they will face by also supports Marcelle's (2000) 2030 varied between male and thought that direct intervention is female Indonesian and Thai Gen Y needed in order to achieve gender students. The overall results of this equality, which is in line with study support the findings of Zabadi Puspita and Ischii's (2016) findings. and Al-Alawi (2016) and Utomo et al. (2013) that Gen Y students' assessment of the ICT usage varies, depending on gender. However, 97

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CONCLUSION tablets had more influence on Gen Y students’ assessment of critical issues There were significantly than cell phones, notebooks or different relationships in gender, Laptops and PCs. The overall results country of origin, ICT device usage, showed that ICT usage in self- ICT ownership, and numbers of ICT assessment of twenty critical issues ownership with Gen Y students' related to SDGs varied among Gen Y assessments of critical issues in students' country of origin, gender, facing the future by 2030. and age. Significant differences were found in the population, but some persistence This study has limitation as a issues were found only in the consequence from the sample size sample, particularly the one related that was not large enough for to gender. increasing predicted variables. Therefore, some findings, Regardless of ICT device usage, particularly the one related to Gen Y female students' self- gender, were not generalizable. This assessment of gender issues study did not include socio- remained. Using varieties of ICT economic variables. Hence, further devices, female students persistently research needs to take into account assessed social condition as critical student's socio-economic aspects. issue facing their future. Meanwhile, Assessment results of critical issues the population consistently persisted indicated that ICT ownerships and in the sample regardless the ICTs usage seemed related to students' they used. Employment was socio-economic status. Survey generalizable in cellular phone, IPad conducted by Utomo et al. (2013) and tablet usage but not in notebook shows that the variation in Gen Y and PC usage. Crime was assessed as students in the use of internet is a critical issue on all types of ICT influenced by their socio-economic usage except in the use of notebooks. status. The finding of this study Unlike Thai, Indonesian Gen Y indicates this view needs to be re- students were more likely to assess considered. There is a need to start poverty as critical issue for them in intensively in disseminating facing the future, but they were less information on gender issues such as likely to assess security, SDGs concern among Gen Y environment, economy, students. Therefore, further research employment, natural resources and needs to be conducted in order to family as critical issues for them in confirm the consistency of this study facing the future. Younger Gen Y results and to find out the students of 17 to 18 years old were inconsistencies factors in the less likely concerned in the issue of population. natural resources than older Gen Y

students of 23 to 24 years old. None of Gen Y students were concerned in ACKNOWLEDGMENT democracy, conflict, and We would like to thank Research government as critical issues for and Community Service Center at them in facing the future. the Institute of Community Furthermore, the types of ICT Development (APMD) and Maejo 98 device usage, especially IPads and

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