Innovation in Indonesian Literacy Education from Outsider’s Perspective

Innovation in Indonesian Literacy Education from Outsider’s Perspective

December 04, 2024

Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Virda Lalitya Umam

Depok, November 28, 2024 – The UIII Faculty of Education hosted a thought-provoking public lecture on “Innovation in Indonesian Literacy Education” with Assoc. Prof. Adrian Rodgers from The Ohio State University, USA. Prof. Rodgers, who has visited Indonesia over 50 times, shared insights from his extensive research and experiences working with Indonesian students and educators. Aside from being an academic at The Ohio State University, he is also a key figure in the OSU-Indonesian Education Consortium (USINTEC), which fosters student and faculty exchanges between Indonesian and US universities.

In his lecture, Prof. Rodgers emphasized that the current state of literacy education in Indonesia requires a rethinking of traditional classroom practices. Through his research in 14 classrooms across five islands, he observed that writing activities in Indonesian classrooms are significantly limited. “In some cases, students wrote as little as eight words in two hours of instruction, highlighting the need for greater emphasis on writing as a foundational skill,” he said. He also noted that classrooms are often dominated by whole-class instruction, leaving little room for small group tasks, differentiated learning, or individual engagement, which are essential for fostering creativity and deeper understanding.

A key theme in Prof. Rodgers’ presentation was the gap in emergent literacy practices. Unlike in the United States, where children progress through stages of literacy from beginner to advanced, Indonesian students are expected to achieve full reading proficiency by the end of Grade 1. This abrupt shift, he argued, bypasses critical foundational stages that build confidence and competence in young learners. He suggested that a more expansive approach to literacy, which includes creative activities like drawing diagrams, making lists, and writing for authentic purposes, could better support early learners.

Prof. Rodgers also called attention to the role of classroom environments and materials in shaping literacy outcomes. He described the lack of engaging and diverse resources in many Indonesian schools, where textbooks are often uninspiring, and classroom libraries are poorly organized. He proposed simple yet transformative solutions, such as using leveled books to match students’ reading abilities and displaying materials in visually appealing ways to spark interest. Furthermore, he emphasized the importance of incorporating technology, even in low-connectivity areas, to encourage students to share their work and engage in collaborative learning.

Throughout his lecture, Prof. Rodgers encouraged educators to reflect on their practices and consider the broader implications of their teaching methods. Drawing on the theories of Vygotsky and Dewey, he ended the lecture with two critical questions as hypothesis of his preliminary findings: “is Indonesian Education holding kids back, keeping them ‘too low too long?’ and is the teacher working too hard while students are passive learners?”

The session concluded with an engaging discussion, as educators shared their experiences and explored practical ways to implement these innovative ideas. Prof. Rodgers applauded the audience for their commitment to improving education and reiterated that meaningful change often starts with small, consistent steps.

This lecture underscores UIII’s dedication to fostering critical dialogue and advancing education in Indonesia. By bringing global experts like Prof. Rodgers to its campus, UIII continues to inspire educators to rethink and refine their approaches to literacy education, paving the way for a brighter future for Indonesian students.

source: https://www.uiii.ac.id/events/read/57773/innovation-in-indonesian-literacy-education-from-outsiders-perspective

by Bambang Sumintono

UIII Hosts Insightful Book Talk on ‘Ethics of Belonging’

UIII Hosts Insightful Book Talk on ‘Ethics of Belonging’

December 03, 2024

Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Dzakiyyah Fauziyah Rif’at

On November 28, 2024, the Faculty of Islamic Studies at UIII organized a compelling Book Talk featuring Erica M. Larson, Ph.D, from the National University of Singapore. Dr. Larson, an expert in religion, education, and politics, presented her groundbreaking work, “Ethics of Belonging: Education, Religion, and Politics in Manado, Indonesia”, published by the University of Hawai'i Press in 2024. The event was enriched by R. Alpha Amirrachman, Ph.D., a lecturer at UIII's Faculty of Education, who served as the discussant. UIII’s research fellow Wietske Merison, MA from the University of California, Los Angeles (UCLA) acted as a moderator.

The event shed light on the pluralistic dynamics of Manado, a city in North Sulawesi recognized for its religious harmony and tolerance. With a diverse demographic comprising 61% Protestant, 33% Muslim, and 4% Catholic populations, Manado has been lauded as Indonesia’s “most tolerant city” by the Setara Institute in 2017.

In her talk, Dr. Larson explored how education acts as a medium for fostering discussions about religious and ethnic diversity. She illustrated this through case studies of three schools in Manado: a public high school (SMA Negeri), a private Catholic school (Lokon), and a public Islamic madrasah (MAN). These institutions, she argued, serve as “sites of deliberation” where ethical frameworks of coexistence are both channeled and contested.

“Why schools?” she asked. “It’s because schools as sites of deliberation about difference and belonging in the nation.” Education, she explained, is both disciplinary and deliberative, offering a unique space to navigate complex questions about belonging and identity.

Furthermore, Dr. Larson highlighted the local ethos of Torang Samua Basudara (We are all brothers), which underscores harmony as a cornerstone of the region's identity. She also pointed out the nuances in Manado's pluralism. While aspirational coexistence celebrates mutual recognition and religious freedom, majoritarian coexistence relies on the goodwill of the dominant Christian population. “Hence, coexistence is understood as threatened only by the outsiders,” she said.

She cited an example of the building of religious theme park in the city that was forced to stop because of ‘religious’ dispute involving local adat organizations, which tended to identify local Minahasan cultural identity more with Christian identity.

Education and equity expert Dr. Alpha Amirrachman applauded the book as a significant contribution to understanding the dynamic and tension in an ongoing political and cultural project of Indonesia. “Dr. Larson was successful in revealing ‘what is behind the curtain’ with her astonishing anthropological work in Manado,” he said, further saying that the book should be understood against the backdrop of adat or local tradition revival during reformasi era where democratization and ‘big-bang’ decentralization swept the country.

“This big-bang decentralization saw an increase of what seemed to be an exclusive identity politics at the local level. After the fall of Suharto, the country saw the revival of the authority of adat, often seen as an alternative to the corrupt practices of the New Order regime,” said Dr. Amirrachman.

He cited the work of Davidson and Henley who wrote specifically about the revival of local tradition in Indonesia. Also, he compared Dr. Larson’s work with his own previous work in Indonesia’s province of Maluku, which had been devastated by religious conflict.“

I also saw the revival of local tradition problematic since there are always groups of people whose tradition is not always the same as that of indigenous people. This will push for the emergence of local identity politics, and one may ask: who does belong to such a group and who is perceived as an outsider?” he said, adding that it is important to extract “shared values” of any tradition or wisdom as to ensure that every group of society voluntarily embrace them.

Dr. Amirrachman said it is also critical to see the economic, not only religious factor as various factors might have been intertwined. Dr. Larson responded that fact that the poverty rate was relatively low might have contributed to the immunity of Manado from religious conflict from neighboring regions.

The Book Talk event reflects UIII’s dedication to fostering academic discussions on critical issues at the intersection of religion, education, and society. Dr. Erica Larson’s insightful ethnographic work of Manado’s challenges in dealing with pluralism provided valuable perspectives on the possibilities of coexistence in Indonesia’s richly diverse context.

source: https://uiii.ac.id/events/read/57769/uiii-hosts-insightful-book-talk-on-ethics-of-belonging

by Bambang Sumintono

Time for Decentering Islamic Education to Indonesia

Time for Decentering Islamic Education to Indonesia

December 04, 2024

Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Virda Lalitya Umam

Depok, November 26, 2024 – The UIII Faculty of Education hosted a thought-provoking LunchTalk #35 series featuring Andar Nubowo, Ph.D, a distinguished lecturer at the faculty and executive director of Ma’arif Institute. His presentation, delved into the socio-historical dynamics of Islamic education and proposed a compelling vision for “decentering Islamic education” toward Indonesia.

Dr. Nubowo’s presentation began with the historical transmission of Islamic knowledge from the Middle East to Southeast Asia, particularly Indonesia. Historically, Mecca, Medina, and Cairo have served as the epicenters of Islamic learning since the 17th century, attracting Indonesian students (commonly referred to as Jawi Muslims) who later returned to Nusantara to disseminate their knowledge.

While this relationship enriched Indonesian Islamic education, it also led to a “center-periphery” dynamic, where the Middle East was perceived as the authoritative center, while Indonesia holds a peripheral role. This hierarchy often dismissed Indonesian contributions as heterodox or syncretic. “The intellectual legacy of Indonesian Muslims, despite its richness and diversity, has historically been overshadowed by an Arab-centric vision of Islam,” Dr. Nubowo noted.

Hence, he advocated for a shift in this narrative through what he termed the “decentering of Islamic education.” This approach recognizes Indonesia not merely as a recipient of Islamic knowledge but as a dynamic contributor to the global discourse. He highlighted how Indonesian scholars, institutions, and traditions can serve as a model for modern, pluralistic Islamic education. Initiatives such as establishing international Islamic universities and schools in Indonesia, which integrate both traditional Islamic studies and contemporary global perspectives, are key to this vision.

Indonesia, he said, has already begun this process through reformist movements and modern Islamic educational institutions. Dr. Nubowo discussed the early 20th-century rise of reformist organizations like Muhammadiyah and Nahdlatul Ulama, which blended classical Islamic teachings with modern sciences. These movements laid the groundwork for Indonesia to claim its place as a progressive hub for Islamic education.

“Since 2000s, the two guardians of Indonesian moderate Islam (Muhammadiyah and NU) have established networks of ambassadors of Indonesian Islam in Europe, Africa, Asia, America, and Australia,” he said, adding that the government’s initiative to establish UIII—arguably the first international Islamic university in Indonesia—also serves as the evidence for this development.

In conclusion, Dr. Andar called for a renewed awareness among Indonesian Muslim leaders, scholars, and policymakers to embrace the “decentering” project. “In that sense, we should consider this global initiative and consciousness in advancing knowledge, sciences, and technology, invaluable for the betterment of global society,” he said.

The lunch talk sparked engaging discussions among attendees, who reflected on how UIII and other institutions could champion this paradigm shift. By positioning itself as a leader in Islamic education, Indonesia has the potential to reshape the global Islamic intellectual landscape, moving beyond the confines of the traditional center-periphery model.This event underscores UIII’s commitment to fostering critical discussions and leading initiatives that redefine the future of Islamic education in Indonesia and beyond.

soource: https://www.uiii.ac.id/perspectives/read/57772/time-for-decentering-islamic-education-to-indonesia

by Bambang Sumintono

Guest Lecture Calls for Revival of Pancasila Among Youth in Digital Era

Guest Lecture Calls for Revival of Pancasila Among Youth in Digital Era

November 23, 2024

Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Virda Lalitya Umam

Depok, November 18, 2024 – Prof. M. Amin Abdullah delivered a powerful guest lecture at UIII Faculty of Education, emphasizing the urgent need to reconnect Indonesian youth with the principles of Pancasila. The lecture, titled “Indonesia’s Philosophy of Pancasila: The Challenges for the Youth Amidst Cultural Shift and Globalization,” was part of the ‘Education and Equity’ course taught by R. Alpha Amirrachman, Ph.D., and Prof. Nina Nurmila.

Prof. Dr. M. Amin Abdullah is a renowned Indonesian Muslim scholar, philosopher, scientist, and hermeneuticist. He served as the Rector of Sunan Kalijaga State Islamic University in Yogyakarta for two terms (2005–2010) and held prominent roles in the Muhammadiyah organization, including as Deputy Chairperson of its Central Leadership.

In his lecture, Prof. Amin expressed deep concern over the growing detachment of Indonesian youth from Pancasila, the philosophical foundation of the nation. He pointed to statistics, such as a survey by the Setara Institute that found over 83% of high school students believe Pancasila is not a permanent national ideology. “This reflects a generation that has become strangers to their own identity,” he lamented, attributing the phenomenon to decades of neglect in Pancasila education and the influence of the digital era.

The professor explained how the transition from the New Order to the Reformation era led to a decline in Pancasila’s prominence in educational curricula. Over two decades of insufficient emphasis on the philosophy have left many young people unfamiliar with its core principles, including ‘Bhinneka Tunggal Ika’ (Unity in Diversity). The result, he argued, is a growing susceptibility among youth to divisive ideologies, hate speech, and identity politics propagated through unregulated cyberspace.

To address this alarming trend, Prof. Amin called for a comprehensive revival of Pancasila education. He applauded recent initiatives by the National Board of Pancasila Ideology (BPIP) and the Ministry of Education and Culture to reintroduce Pancasila in schools and universities. These efforts include updated curricula that blend philosophical principles with practical applications. However, he emphasized that more needs to be done to make Pancasila resonate with the younger generation.

According to Prof. Amin, educators must go beyond traditional methods and leverage innovative approaches to teaching Pancasila. “It’s not enough to teach Pancasila as a set of abstract ideals,” he said. “We need to connect it to the lived experiences of young people, showing how its values can guide their decisions in navigating the challenges of globalization and digitalization.”

He also underscored the role of parents, community leaders, and digital influencers in reinforcing Pancasila’s principles outside the classroom, while calling on policymakers to prioritize social equity and inclusivity, ensuring that national development aligns with the ideals of justice and unity enshrined in Pancasila.

The lecture served as a wake-up call for the students and faculty in attendance, inspiring renewed commitment to revitalizing Pancasila education and making it a cornerstone of Indonesia’s identity. Through hosting lectures like these, UIII demonstrates its dedication to nurturing students’ critical engagement with issues of diversity, national identity, and social equity, making significant contributions to Indonesia’s educational landscape.

source: https://www.uiii.ac.id/perspectives/read/57759/guest-lecture-calls-for-revival-of-pancasila-among-youth-in-digital-era

by Bambang Sumintono

Empowering Students with Disabilities through Digital Literacy

Empowering Students with Disabilities through Digital Literacy

November 23, 2024

Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika

As the second speaker at the collaborative webinar series between UIII and the University of Melbourne, Australia, on November 19, 2024, Dr. Emily H. White, Lecturer in Learning Intervention Education at the University of Melbourne, Australia shared her insights on integrating digital technologies into educational frameworks for students with intellectual disabilities and autism. 

Dr. White presented her research, which draws on years of study supported by the Australian Research Council in partnership with the Victorian Department of Education. Her work emphasizes the critical role of digital literacy in ensuring students with disabilities can access their education and engage as active citizens in the 21st century.

“Education is a fundamental right for students with disabilities,” she remarked, citing the United Nations Convention on the Rights of Persons with Disabilities. “However, without proper tools and teaching strategies, these students face barriers that limit their participation in a digitally driven world.”

Central to her research is the concept of teaching students "how to use technology so they can use technology to learn." Dr. White outlined two major challenges identified by teachers: a lack of confidence and training in using technology for inclusion and the need for specialized knowledge to teach students with disabilities effectively. Addressing these gaps, her study developed a targeted psychometric framework to assess students' digital literacy skills. This approach allows educators to tailor teaching strategies to a student’s zone of proximal development—an optimal learning point where tasks are challenging yet achievable with guidance.

The study's outcomes include a detailed rubric created through collaboration with expert teachers and extensive data collection across 56 Australian schools. Feedback from over 1,500 students with intellectual disabilities and autism shaped the framework, providing a comprehensive map of students' abilities and readiness to learn digital skills. Dr. White demonstrated how this evidence-based model aids teachers in identifying precise teaching points, fostering both inclusion and skill development.

A standout aspect of Dr. White's research is its cultural sensitivity. She emphasized that digital literacy encompasses more than technical skills—it includes understanding the cultural context of technology use. “What’s appropriate in one cultural setting may not be in another,” she noted, advocating for an inclusive approach to teaching digital practices.

The webinar series exemplifies the strong partnership between UIII and the University of Melbourne, uniting their shared commitment to advancing educational equity and innovation. By bringing together experts from diverse fields and cultural contexts, the collaboration aims to address global challenges in education, foster knowledge exchange, and develop strategies that benefit students and educators.

source: https://uiii.ac.id/news/preview/57758/home/empowering-students-with-disabilities-through-digital-literacy

by Bambang Sumintono