Blockchain Concept in Educational Movement: A Study Case from

Gerakan Sekolah Menyenangkan (GSM)

Euodia Yudo Prabowo, Muhammad Nur Rizal and Lukito Edi Nugroho

Department of Electrical Engineering and Information Technology, Universitas Gadjah Mada, Yogyakarta, Indonesia

Keywords:

industrial revolution, gerakan sosial, sekolah menyenangkan, blockchain, cryptocurrency, bitcoin

Abstract:

In the era of 4.0th industrial revolution, there were many aspects of life that were changed by this revolution,

including education. In this study, social movements that lead to education are the core of this research. The

purpose of this study is to discuss the social movements that can use the concept or contract that is used in the

ﬁeld of information technology to become a platform to support the work of social movements. The researcher

looked at some references related to the use of information technology in the ﬁeld of social movements. In this

study using the blockchain as a concept that is a reference for social movements namely Gerakan Fun School

which supports world education there are currently many uses of the blockchain concept in various ﬁelds,

apart from ﬁnance, there are also health and energy ﬁelds that have used the blockchain concept as well as

growth community that uses the blockchain concept that is very fast and easy to spread, like bitcoin. The Fun

School Movement (GSM) is a reference to be a case study in this study because the growth of the movement

is quite fast and this movement makes it easy for the government to make schools fun for students who go to

school. This social movement has several agreements with the blockchain from aspects of their approval or

freedom to make social changes. This movement does not depend on the government to make social changes,

this social movement relies on the trust and support of this social movement to adopt broadly.

1 INTRODUCTION

The lack of reference from the use of the concept of

information technology to be applied to social change

encourages researchers to conduct research that ad-

dresses this issue. The purpose of this study is to

prove that concepts in the ﬁeld of information tech-

nology can be used as a framework for social move-

ments that focus on the education sector to make so-

cial change. In this study the researchers also dis-

cussed cross-disciplinary learning, in which in this

study it can be seen that there are two disciplinary

ﬁelds that are used as the main ingredients, namely

social and information technology.

Cross-disciplinary learning refers to learning ac-

tivities related to subjects outside the scope of disci-

pline without integration from other disciplines (Di-

nov, 2008). Interdisciplinary or interdisciplinary col-

laboration aims to produce broad insights, major im-

pacts, and the best results from work. Like the two

founders of the social movement, both of them have

their respective expertise in different ﬁelds, namely

the ﬁelds of psychology and information technol-

ogy. These two founders want to practice cross-

disciplinary learning in this social movement, where

researchers see this in the work system of this social

movement.

From several studies that discuss cross-

disciplinary learning above, researchers want

the results of this study to be a reference for higher

education systems in the 4.0th industrial revolution

that require more capabilities than technical abilities,

such as the ability to complete, leadership, and other

non-technical abilities. The essence of this 4.0th

industrial revolution is the creation of knowledge and

new values based on connections to various types of

information (Yoon, 2017). This type of information

that makes cross-disciplinary learning can be one way

to deal with this industrial revolution. It is not only

learning concepts that must be changed to be able to

face this industrial revolution, but also need teachers

who are able to create learning ecosystems that

make students happy and can explore the potential of

critical strength and creativity to be ready to face this

industrial revolution. This is the vision and mission

of this social movement. To change teachers so they

can prepare their students to be ready to face this

revolution.

172

Prabowo, E., Rizal, M. and Nugroho, L.

Blockchain Concept in Educational Movement: A Study Case from Gerakan Sekolah Menyenangkan (GSM).

DOI: 10.5220/0009866601720179

In Proceedings of the International Conference on Creative Economics, Tourism and Information Management (ICCETIM 2019) - Creativity and Innovation Developments for Global

Competitiveness and Sustainability, pages 172-179

ISBN: 978-989-758-451-0

In one of the reports written by Bernarr Marr pub-

lished in Forbes magazine. There are 8 ways to deal

with this industrial revolution. One of these meth-

ods is very focused on developing human potential,

which becomes the focus of being one way to deal

with this industrial revolution. The following is an

excerpt from the report:

”Although machines master many tasks normally

performed by humans, humans are still more pro-

ﬁcient in creative endeavors, imagination, critical

thinking, social interaction, and physical agility. Fu-

ture education systems need to develop these inherent

capabilities so that they are equipped to partner with

machines in the future rather than compete with them.

”- Bernarr Marr

n the quote above it is said that when the indus-

trial era 4.0 was running, the machine would master

a number of tasks previously carried out by humans

and at that time would be replaced by many machines.

The development of the potential of each individual

is urgently needed so that in the future humans will

play the role of controlling the engine rather than act-

ing as the engine where it is found in education in

Indonesia today. The report also writes that it is pos-

sible for students to hone their curiosity about new

things, problem solving skills, curiosity and repetition

of new knowledge, schools need to provide a posi-

tive, comfortable and pleasant learning environment

that allows students to hone skills In this day and age

school is no longer just a place for students to learn

scientiﬁc or knowledge matters, but also school must

be a place for students to develop themselves and their

personalities into individuals who have skills beyond

the technical ability to compete in the era this indus-

try 4.0 In this interconnected digital world, future em-

ployees need to have a global mindset. Schools and

educators must adapt learning to take this into account

for their students.

In this study the author tries to ﬁnd the concept of

technology that developed rapidly in the era of indus-

trial revolution 4.0. One of the technological concepts

that is felt to be in line with the efforts to be able to

face this era is to use the concept of blockchain tech-

nology, the reason for which blockchain is one of the

rapidly developing technologies. With its ability not

to depend on stakeholders, this concept of technology

is very fast and in demand, not only in the ﬁnancial

sector, but also in terms of development, health, man-

ufacturing, security, and others. According to a report

from Neer Varshney written on thenweb.com (Varsh-

ney, 2019), the blockchain has the ability to manage

and manage public ledgers that are distributed and de-

centralized, so that performance in their organizations

and transparency is a very high problem. upheld in the

concept of this technology.

The blockchain technology was ﬁrst outlined in

1991 by Stuart Haber and W. Scott Stornetta, two re-

searchers who wanted to implement a system in which

the document timestamps could not be damaged. But

only two decades later, with the launch of Bitcoin in

January 2009, Blockchain had its ﬁrst real-world ap-

plication (Fortney, 2019). The Bitcoin protocol was

built on the Blockchain. In a research paper that in-

troduced digital currency, the creator of the Bitcoin

pseudonym, Satoshi Nakamoto called it a ”new peer-

to-peer electronic money system, without third par-

ties.” According to Luke Fortney, Blockchain is liter-

ally just a block chain, but not in the traditional sense

of words: When we say the words ”Block” / ”block”

and ”Chain” / ”chain” in this context, we are actually

talking about information digital (”blocks”) stored in

public databases (”chains” (Fortney, 2019), which in

this social movement are public databases are teach-

ers who join the Fun School Movement itself. Ac-

cording to other researchers, Ameer Rosic mentions

that the blockchain is a list a developing record, called

a block, which is connected using cryptography, each

block contains cryptographic hashes from the previ-

ous time block, and transaction data (generally repre-

sented as a Merkle tree) (Rosic, 2019).

Examples of the use of the Blockchain concept are

not only from the ﬁeld of cryptocurrency as done by

Satoshi Nakamoto, but also there are several studies

that have discussed Blockchain use outside the ﬁnan-

cial sector, research conducted by Alexander Grech

and Anthony F. Camilleri in 2017, conducting re-

search on the use of concepts blockchain for the world

of education. In 2018, Sandi Rahmadika and Kyung-

Hyune Rhee conducted research on the use of the

blockchain concept to provide a decentralized per-

sonal health information architecture model. In 2018,

Vishal Patel conducted a study of a framework for

sharing safe and decentralized medical imaging data

through a consensus process using the blockchain

concept.

Nowadays humans have been facilitated by vari-

ous types of technology that exist to help carry out

activities in their daily lives. With the advancement of

technology the effect not only affects things that are

done by humans, but also on human thought. Nowa-

days many people want things that are more practical

and efﬁcient in the process of doing something. The

desire to do things that are more practical, free, and

efﬁcient, many people want to do something with-

out being associated with an institution and institu-

tion, because by dealing with institutions or institu-

tions according to some people will hinder the per-

formance of their work processes. This is also done

Blockchain Concept in Educational Movement: A Study Case from Gerakan Sekolah Menyenangkan (GSM)

173

by the blockchain to cut through the bureaucratic pro-

cesses that do not require a little time. The lack of

interference from the government or this institution

that makes the concept of blockchain technology can

be an appropriate reference for social movements to

make social changes.

In a conventional centralized transaction system,

each transaction must be validated through a trusted

central institution (for example, a central bank),

which can cause cost and performance bottlenecks

on the central server. Unlike the centralized mode,

third parties are no longer needed on the Blockchain

(Zheng et al., 2017). The non-centralized nature of

Blockchain is what makes it interesting and is also

currently being developed by many people to be used

as a work system of a system or movement made to

make it more effective than existing systems or move-

ments. made in accordance with the vision and mis-

sion of a system or movement made.

Blockchain is a tool for achieving integrity in dis-

tributed software systems. Therefore, it can be seen as

a tool to achieve the nonfunctional aspects of the im-

plementation layer (Drescher, 2017). Although bit-

coin is one of the most popular applications for the

blockchain, Blockchain can be applied to a variety

of applications that go far beyond Cryptocurrency

(Zheng et al., 2018). Some ﬁelds have tried to use

the blockchain concept as a framework for the system

that has been created. Many of them choose to use the

blockchain as their framework for several reasons.

Fun School Movement (GSM) is a social move-

ment with teachers to create a learning culture that

is critical, creative, independent and enjoyable in

school. The Fun School Movement (GSM) was cre-

ated with the same philosophy as the blockchain.

The movement promotes and builds the awareness

of teachers, principals and educational policy mak-

ers to build schools as a fun place to learn science

and provide life skills so that children become suc-

cessful learners. GSM aims to transform Indonesian

schools through a grassroots development approach

involving teachers, principals, and the government to

build a culture of learning that is critical, creative, in-

dependent and enjoyable (Menyenangkan, 2018).

2 LITERATURE REVIEW

2.1 Gerakan Sekolah Menyenangkan

The movement promotes and builds the awareness

of teachers, principals and educational policy makers

to build schools as a fun place to learn science and

provide life skills so that children become successful

learners. The Fun School Movement aims to trans-

form Indonesian schools through a grassroots devel-

opment approach involving teachers, principals, and

the government to build a culture of learning that is

critical, creative, independent and enjoyable (Menye-

nangkan, 2018).

Encouraged to make the revolutionary paradigm

for education in Indonesia to see and feel the direct

effects of the pattern of education in Australia by the

founders made them want to make changes to the

paradigm. The revolution carried out by this move-

ment was a revolution to pursue critical thinking skills

and narrow the education gap with other countries

through the Joyful School Movement.

The experience felt by the founder of the Fun

School Movement was felt when he picked up the

child to come home from school when his son was

still studying abroad, there was something extraordi-

nary and customary in Indonesia where after school a

child felt happy. (Drescher, 2017) they are to ﬁnd out

and ﬁnd out what actually makes children feel com-

fortable and happy when their children are in school.

Reﬂect on the experience experienced by the

founders of the Movement Fun School. The founder

of the Fun School Movement did not want Indone-

sian children to become memorizing robots without

adequate design skills and critical thinking to deal

with changing times [8]. In addition, children today

live in an era that disrupts technology and requires

not only academic ability, but also they need creativ-

ity and critical thinking to be able to face life in this

very modern and advanced era. That is what underlies

the struggle of the founders to promise when they re-

turned to Indonesia, they go straight to school, invite

teachers at the grassroots level to change the environ-

ment, culture and teaching methods that present edu-

cation that humanizes humans, frees reason and ful-

ﬁlls the nature and mind of students to ready to face

challenges in the future of a world that changes very

quickly and erratically (the era of disruption) (Menye-

nangkan, 2018).

The reason why this movement does not really de-

pend on any institutional governance and they actu-

ally run this movement independently is the founder

of this delightful school movement that seeks to

spread their enthusiasm and enthusiasm through sub-

urban schools, where schools The school is currently

due to lack of learning facilities, they are trying to

trigger the school to become more creative and have

critical thinking so that schools in the suburbs can

have the same competitiveness as schools in big cities.

What they did in this movement was to promote and

build awareness of teachers, principals and educa-

tional policy makers to build schools as a pleasant

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174

place to equip students with knowledge and life skills

so that children become successful learners (Menye-

nangkan, 2018).

This fun school movement wants schools and ed-

ucation in Indonesia to humanize students. Currently

education in Indonesia, they only focus on learning

material and not behavior change. according to one

of the founders of a pleasant school movement in this

era of disruption, the main goal of education is char-

acter. Although there is already a character strength-

ening program, the assessment is still cognitive based.

In fact, if the character is good, the academic will fol-

low.

2.2 Blockchain

Blockchain is a technology that connects all members

in a network or group with the aim of recording and

sharing data without the role of centralized authority

(Zheng et al., 2018). In a simple theory, a blockchain

is a group of blocks that are connected to each other in

a network (chain), where block content is a list of data

transactions carried out by each member contained in

a network where all network members have transac-

tion data and there is evidence stamp of work on ev-

ery transaction made by each member on the network,

where the stamp is obtained from the algorithm ob-

tained from the machine to get a stamp that matches

what the group wants, which machine process makes

bitcoin one of the applications of the blockchain due

to difﬁculty getting stamp and requires complex algo-

rithms to get the stamp.

2.2.1 Blockchain Structure

The main component that makes the blockchain is a

block, the block stores a collection of legitimate trans-

action instructions that have been hashed and encoded

in Merkle. The blocks that are connected then form a

chain. This iteration process conﬁrms the integrity of

the previous block, all the way back to the original

genesis block. The blockchain structure is in ﬁg. 1

Figure 1: Structure of Block

• Data

In this data section, this contains data from trans-

actions that have occurred and are happening.

• Hash

Hash is a block marker. The usefulness of this

hash is to mark the block so that it matches the

sequence of transactions that occur in the data

header. This hash will be used for every transac-

tion that occurs on the blockchain, each new block

will use the hash in the previous block.

• Hash from Previous Block

The hash of the previous block is a block marker

on the blockchain used to indicate from the pre-

vious block series. The purpose of this Hash is to

make a connection from the previous block so that

the blocks on the blockchain are arranged sequen-

tially

The following is Fig. 2, this image explains how

blocks in the blockchain work when a transaction oc-

curs.

Figure 2: Process of Recording Data in Blockchain

The hash process for each transaction that occurs

using this block is done with the help of a machine

algorithm, where this machine is used by many peo-

ple to mine cryptocurrency. Because the process of

requiring hash provides a very complicated process

that requires more resources to create hashes to mark

transactions that occur on the blockchain.

In the example drawn, there is an initialization

block, where the block is the ﬁrst block that records

transactions contained in the blockchain, so that it

can be seen in the Hash of the previous block empty

(000000), because there were no previous transac-

tions.

2.2.2 Blockchain Type

There are many types of blockchain, this can make it

easier for application or system developers to imple-

ment the blockchain into the system or business pro-

cess that is being developed. This is the basis that the

blockchain is very ﬂexible and there is a possibility

that there will be another model or type of blockchain

in the future. Here are a number of models or types

of blockchain that are currently developing and also

using blockchain.

Blockchain Concept in Educational Movement: A Study Case from Gerakan Sekolah Menyenangkan (GSM)

175

Figure 3 below is a table of comparisons between

the three types of blockchain, namely the Public, Con-

sortium, and Personal:

Figure 3: BLOCKCHAIN TYPE (Zheng et al., 2018).

Determination of consensus. On all three types

of blockchain there are some differences in the roles

that members perform on the blockchain. On the pub-

lic blockchain, each node can take part in the consen-

sus process. And only one set of selected nodes is re-

sponsible for validating blocks in the blockchain con-

sortium. In a closed (private) blockchain, it is fully

controlled by an organization that can determine the

ﬁnal consensus (Zheng et al., 2018).

Granting permission. In the process of grant-

ing permission on each type of blockchain has its

own characteristics. Transactions that occur on pub-

lic blockchain types can be seen by the public,

while granting permission on the blockchain is closed

(private) or the blockchain consortium can decide

whether the stored information is public or restricted

(Zheng et al., 2018).

Rules of Provisions. On all three blockchain

models there are differences between the rules set by

each blockchain model. On the public blockchain,

transactions that occur on the blockchain are stored

on various nodes on a distributed network, so it is al-

most impossible to change the rules set on the public

blockchain. Unlike what happens to the blockchain

consortium and is closed (private), if on both types of

blockchain, the majority of consortium members or

dominant organizations want to change the rules that

are on the blockchain, on the blockchain consortium

and can change (Zheng et al., 2018).

Efﬁciency. The efﬁciency of the three types of

blockchain is different on each type of blockchain.

On the public blockchain, it takes a lot of time to

spread transactions contained in blocks because there

are many nodes on the public blockchain network.

Taking into account network security, restrictions on

public blockchain will be much tougher. As a result,

the transaction results on the public blockchain are

more limited and have high latency. Unlike the con-

sortium and personal, with fewer validators, consortia

and individuals can be more efﬁcient and have lower

latency (Zheng et al., 2018).

Centralized. Centering traits of the 3 types of

blockchain have differences between each other. The

main difference between the three types of blockchain

is that the public is decentralized, the consortium

has a partially centralized and personal nature that is

fully centralized because it is controlled by one group

(Zheng et al., 2018).

Consensus process. On the three types of

blockchain they have their own characteristics in

conducting a consensus process. On the public

blockchain, everyone in the world can join the con-

sensus process on the public blockchain. Unlike the

case of the public blockchain type, the blockchain is

a consortium type and is closed (private). One node

needs to be certiﬁed to be able to join the consensus

process in the blockchain consortium or private (pri-

vate) (Zheng et al., 2018).

2.2.3 Charateristic of Blockchain

There is no deﬁnite agreement about the characteris-

tics of the blockchain. However, it can be seen from

several studies conducted by several researchers such

as (Tapscott and Tapscott, 2017), (Puthal et al., 2018),

(Sultan et al., 2018), (Viriyasitavat and Hoonsopon,

2019). There are at least 10 core characteristics of the

blockchain which can be described as follows:

• Network Integrity: When people on the network

make transactions with other people, they act with

integrity and expect others to act accordingly. If

someone does not follow the rules, the system will

automatically remove it from the network.

• Distributed Strength: Strength is distributed be-

tween members and allows each member to ac-

cess and copy information. Because decentral-

ization minimizes dependence on third parties, if

members in the network are disconnected by au-

thority, the system can still run as usual.

• Value as Incentive: This system allows each mem-

ber who contributes to the system to get a prize as

an incentive and those who do nothing will not

be punished but also cannot get any prizes. This

prize is needed not only as an incentive but also as

a reﬂection of the reputation of members.

• Resilience: Because there are many people who

keep transaction records, the system has less risk

of data loss and manipulation.

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176

• Privacy: Each member has the control to share

their own data with others and be responsible for

it.

• Transparent: All members can access and audit

previous transactions.

• Encouraged by Consensus: Veriﬁcation is carried

out independently by each member and validated

based on consensus on the results of member ver-

iﬁcation.

• Guarded rights: Because of transparency, every-

one knows the owner of the data and his owner-

ship rights are protected.

• Openness: Anyone can join the network as long

as he follows the rules set by the consortium.

• Inclusion: Even though it has a standard system,

it works for everyone with different conditions.

3 DISCUSSION

3.1 Blockchain for Education

Blockchain is considered the second generation of the

Internet for some researchers. The ﬁrst generation fo-

cuses on communication and collaboration, but ”it is

built to move and store information rather than value”

(Menyenangkan, 2018). Like what has been pub-

lished Don Tapscott and Alex Tapscott through the

results of reports from research that has been done.

Having a ledger that can contain values from infor-

mation such as transcripts, certiﬁcates, or banking ac-

counts made with technological support can help pro-

mote higher education and provide alternative models

to provide lifelong learning.

The use of the blockchain concept for education is

currently still being discussed by several researchers.

By adopting the new technology it will have an im-

pact on the educational process that is happening now.

Like this blockchain technology, using this technol-

ogy, there will deﬁnitely be a big change that is felt

by adopting this blockchain technology for progress

or changes in the education system. One study con-

ducted revealed that using blockchain technology can

provide infrastructure for students to create their own

learning pathways and allow students to access learn-

ing or higher education content and these students

can be involved in collaborative development experi-

ences. By adopting this technology, it is clearly stated

that the blockchain’s role can help many students who

are in school or teachers from school.

The advantage of using this blockchain technol-

ogy can be used as a place for teachers to collaborate

to improve the quality of education in their schools.

This is the focus of the Plesant School Movement

to improve the quality of education, the purpose of

which is to improve the quality of education from

schools in rural areas, where teachers are currently

being triggered to think critically to be able to im-

prove quality. from their school with the concept of

this movement, where the results of the movement are

expected to trigger critical thinking also from students

who attend school.

”Blockchain is a technology that has applications

in the world of learning at the level of individuals,

protection, national and international groups. This is

relevant in all types of contexts: schools, colleges,

universities, MOOC, CPD, companies, internships,

and knowledge bases. Instead of old hierarchical

structures, technology is the focus, with the freedom

to migrate to technology, not coordination. This is

really disintermediation technology. ”- Donald Clark

The ﬂexibility that the blockchain has is that

makes the consideration of several system develop-

ers and also organizations that choose to use the

blockchain as their framework. Using the blockchain,

the trust created by this movement, and to maintain

that trust, of course with social movements that focus

on education like this will not use public blockchain.

With social movements that focus on this education,

they must use a consortium or private blockchain.

Of course, it will be regulated accordingly to pro-

vide checks or certiﬁcations for everything shared by

members of this movement. In terms of certiﬁcation,

the blockchain can store a list of publishers and re-

cipients of each certiﬁcate, along with the document

signature (hashes) in a public database (blockchain)

that is stored identically for all members of this move-

ment [13]. With this, it is possible for the blockchain

to store a lot of stored data, it will be an advantage of

this movement, because with all the stored data it will

make it easier for new members of this social move-

ment to quickly grasp what previously members have

done to make the school more fun for students attend-

ing in schools that adopt the curriculum from the Fun

School Movement.

3.2 Consortium Blockchain for

Education

The concept of the blockchain consortium is one of

the blockchain concepts that still has independence

like the blockchain, but at the same time it can still be

controlled as for stakeholders in this system or organi-

zation. if there are system developers or stakeholders

who are willing to use and apply the blockchain con-

cept in the educational environment. The reason why

Blockchain Concept in Educational Movement: A Study Case from Gerakan Sekolah Menyenangkan (GSM)

177

researchers propose a consensus blockchain in the ed-

ucational environment as a concept:

A. Because part of the blockchain consortium is cen-

tralized, stakeholders still have the ability to mon-

itor how the organization or system works.

B. Stakeholders can provide who can participate in

their organization or who doesn’t.

C. Stakeholders can still improve their rules in the

future.

D. The Blockchain consortium has more reliability

than other types because it can change rules and is

easier to adapt to new environments or technolo-

gies.

But that is not only for stakeholders. by using the

blockchain consortium it still allows members of this

type of blockchain to have the same transparency and

freedom to create equality in their educational envi-

ronment by using data that is in this data store, be-

cause it is transparent and everyone in the system can

see at that time, not only one member has that data

but all members have the same data as everyone in

this system, so it will be difﬁcult to manipulate data

because other members have the same data.

In this study, we found that if some organizations

use the blockchain concept, it must have the same

characteristics as the blockchain. With this study, we

found a measuring component to ﬁnd out whether the

concept of blockchain exists in this organization in

this case the Fun School Movement (GSM), but it

can be used by other researchers to measure different

cases.

The measurement component consists of several

variables that indicate the use of the blockchain con-

cept in this organization. Supporting these measure-

ment components are initialization, workﬂow, distri-

bution, effectiveness, and efﬁciency. With this mea-

surement component, it does not only measure that

organizations use the concept of blockchain or not but

also measure and determine what type of blockchain

the organization is currently using.

Initialization. This measurement component is

more to capture the ﬁrst initialization of the organi-

zation. By capturing the initialization we can identify

how the organization chooses their members and how

they provide the ﬁrst initialization of this organiza-

tion, in this case the social movement that focuses on

education.

Referring to the concept of the blockchain, the

ﬁrst initialization process is the key to determining

the type of blockchain used by the organization. If

an organization uses a public type then members of

this organization are liberal, everyone can join the or-

ganization as long as they have the same vision and

perspective as the organization.

If the organization uses a type of consortium,

members of this organization are chosen by organiza-

tional stakeholders, stakeholders always review their

new members if they want to join the organization. If

the organization uses a personal type then the mem-

bers of this organization are closed only focus on one

organization. The difference between a consortium

and a person is the style in which stakeholders work.

In the personal type, the organization centered on the

other side of the consortium still uses a partial model,

so that it is mixed between centralized and decentral-

ized.

Not only selecting members, this measurement

component here also captures how this organization

initializes their new members. In the blockchain con-

cept, new members are usually given a record of

transactions from organizations that have occurred in

the organization, if in this case ﬁnancial organiza-

tions, but if they are in a social movement, they might

be able to know how to work in this organization,

notes on what other members have done , or guid-

ance notes for new members to know how to work the

organization’s vision and mission.

Workﬂow. This measurement component is more

to capture how the organization works. The work-

ﬂow in this measurement component can determine

the type of blockchain used, how centralized the or-

ganization is, how tight the rules of the organiza-

tion are. Capturing these in the measurement compo-

nent can be a test for this organization, how well the

blockchain is being implemented in this organization.

Spread. This measuring component is more to

capture how the organization grows. With the con-

cept of blockchain, trust is the main reason why this

concept is getting bigger. So, the main purpose of this

measurement component is to ﬁnd out how members

of this organization have conﬁdence in the vision and

mission of this organization and want to share ideas

about this organization.

Effectiveness. This measurement component is

more to capture the effectiveness that members feel

about the concept of blockchain that has been ap-

plied to this organization. Choosing this concept as

the backbone of the organization is a new challenge

in this era, knowing that this is new technology and

many researchers are still debating or experimenting

on this new technology is a big challenge from an or-

ganization that applies this technology.

With this measuring component, we can see

whether this new technology can be implemented

in social movements, which in this case is the Fun

School Movement (GSM), one of the social move-

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ments that focuses on education. By focusing on ef-

fectiveness as a measuring component, we can see the

impact of this technology as the backbone of the or-

ganization.

Efﬁciency. Just like the component of measuring

effectiveness on this measuring component, we are

still focused on members of the organization. We try

to capture the efﬁciency of this concept that is applied

to the organization. Knowing that effectiveness and

efﬁciency are the main keys to the success of imple-

menting this new concept, we want to capture it in the

measurement component, so that it will be a statement

to the organization whether or not they have success-

fully implemented this concept.

4 CONCLUSIONS

According to all references that have been re-

viewed, it shows that with the characteristics of the

blockchain, it can be applied to the education sector.

With transparency, decentralization and data storage

systems that belong to the blockchain concept, this

will be one solution to close the gap made by edu-

cation regulations for schools in the suburbs and city

centers. By closing the gap between them, it would

make the same situation for schools in the suburbs

and city centers, students from both schools would

have the same knowledge and quality.

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