Educational Policy Analysis: Examining Pesantren Policies and Their Implications on the Independence of Kyai and Pesantren in the Contemporary Era
Nadhif Muhammad Mumtaz, Evi Muafiah, & Doli Witro. (2024). Educational Policy Analysis: Examining Pesantren Policies and Their Implications on the Independence of Kyai and Pesantren in the Contemporary Era. Jurnal Pendidikan Agama Islam, 21(2), 287–306. https://doi.org/10.14421/jpai.v21i2.9612
Abstract
Purpose – This study aims to investigate the autonomy of “Kyai” (religious teachers) within Pesantren in making education policy. In examining these policies, it focuses on the evolution of teaching and the implementation of the “Asas Tunggal Pancasila” in Indonesian educational institutions, the struggles of Pesantren policies that led to the birth of Law No. 18 of 2019, and the dark side of the politicization of religion that has implications for educational policies.
Design/methods/approach – This type of research uses qualitative research with a case study of two Islamic boarding schools in East Java (research objects). Primary data sources come from observation and interview results. Secondary data sources come from library sources such as laws, scientific articles (journals), books, etc. Data collection used observation techniques, semi-structured in-depth interviews, and documentation (document analysis). Data analysis techniques used qualitative data analysis techniques, namely data condensation, data presentation, and conclusion drawing.
Findings – The research reveals that the law empowers Pesantren and Kyai to shape their institutions in alignment with societal demands, traditions, and evolving times. Though the Kyai’s independence significantly affects the Pesantren’s trajectory, it does not singularly define its identity. The law underscores the imperative for contemporary teaching methods, curriculum evolution, and infrastructure enhancement, urging Kyai to eschew rigid and authoritarian stances.
Research implications/limitations – The research has theoretical implications that two contrasting views concerning Pesantren policies’ influence on Kyai’s independence vis-à-vis political elites. Proponents (“Yes”) highlight Alignment of Interest, Empowerment and Development, and Community Engagement. Opponents (“No”) cite the Preservation of Autonomy, the potential for manipulation, and an inherent distrust of political parties.
Originality/value – The research provides direction for the complex interplay between religious education and the political domain in Indonesia.
LunchTalk #37 Explores Algorithmic Cultures in Education, Work, and Migration
LunchTalk #37 Explores Algorithmic Cultures in Education, Work, and Migration
January 09, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photos: Virda Lalitya Umam
Depok, January 8, 2025 — UIII Faculty of Education hosted its 37th LunchTalk session, featuring Dr. Nardine Alnemr, Lecturer in Politics and Policy at the School of Humanities, Arts and Social Sciences (HASS) and Fellow at the Indo-Pacific Research Centre (IPRC), Murdoch University, Australia. The session explored the theme “Reflections on the Future: Algorithmic Cultures in Education, Work, and Migration.”
Dr. Alnemr's presentation examined the transformative role of algorithms in shaping societal structures and individual experiences, emphasizing their implications across critical domains such as education, workforce dynamics, and global migration patterns.
Drawing from recent scholarship, Dr. Alnemr explained how algorithms increasingly influence work dynamics, public policy, interpersonal relationships, and even electoral processes. This pervasive integration, she argued, fosters a co-evolutionary relationship between human agency and algorithmic political frameworks.
She built upon the concept of "algorithmic cultures," referencing Ted Striphas (2015, 2023), who highlighted the pre-internet presence of computational logics in shaping societal behaviors. She explored the intersections between governance systems and algorithmic decision-making, or "algocracy”.
In education, Dr. Alnemr discussed how algorithmic logic underpins educational technologies, shaping notions of "better" or "worse" outcomes. These technologies, she noted, strive to resolve uncertainties about the causal links between "inputs" and "outputs" in learning processes.
Highlighting key areas in education, Dr. Alnemr noted the growing reliance on digital tools has placed pressure on educators to keep pace with technological advancements. Yet, these tools may compromise deeper pedagogical and philosophical goals.
Dr. Alnemr shared findings from Ireland's National Youth Assembly on AI, which she conducted in 2022 where young participants deliberated on the ethical and practical implications of AI across society, governance, and education. Their concerns included disparities in AI access, insufficient teacher training, and a potential lack of engagement for students in AI-driven learning environments.
In her concluding remarks, Dr. Alnemr invited attendees to reflect on how algorithmic cultures might shape education, work, and migration in the decades ahead. She posed thought-provoking questions about inclusivity, ethical responsibilities, and epistemic diversity, encouraging the audience to consider the long-term impacts of today’s decisions on future generations.
LunchTalk #37 exemplified UIII's commitment to fostering critical discussions on contemporary global challenges. As algorithmic technologies continue to reshape societal norms, events like this provide a platform for thought leaders and audiences to collaboratively envision a more equitable and ethical future.
The Return of Indonesia’s National Exam: A Step Backward or Forward?
The Return of Indonesia’s National Exam: A Step Backward or Forward?
January 07, 2025
Contributor: Dadi Darmadi | Photos: Pexels/Agung Pandit Wiguna, Achmad Jatnika
In 2021, Indonesia abolished its national exam (UN), a move once celebrated as a step toward a more holistic and less stressful education system. But now, with plans to reinstate it by the 2026 academic year, a renewed debate is unfolding across the nation.
Alpha Amirrachman, PhD, a prominent education expert at the Indonesian International Islamic University (UIII), weighs in on the challenges, implications, and potential path forward for one of the country's most controversial policies.
A Lost Benchmark?
“The abolition of the national exam, although appeared to be popular, has left a significant void,” Dr. Alpha began, emphasizing the role the exam once played in mapping educational quality and guiding students’ academic trajectories.
He pointed to the ripple effects on international education opportunities. “Universities in the Netherlands, for example, are hesitant to admit Indonesian students now because there’s no standardized assessment to gauge their academic readiness. Even domestic universities struggle because the current national assessment is sampling-based rather than individual-focused. What we need is an individual assessment system to ensure students are adequately prepared for higher education.”
Adding to the concern is Indonesia’s declining global competitiveness, Dr. Alpha cited the country’s slipping scores in the Program for International Student Assessment (PISA) as evidence of a broader systemic issue. “Since the abolition of the national exam, our PISA rankings have dropped, which is alarming for a nation aiming to build a Golden Generation by 2045.”
Hope for a Thoughtful Approach
Despite these concerns, Dr. Alpha acknowledged the government’s efforts to involve diverse stakeholders in rethinking the exam’s structure. “The Ministry of Primary and Secondary Education is taking a cautious, participatory approach by consulting teachers, school leaders, educational experts, and community-based organizations,” he noted, adding what he coined as “meaningful participation.”
Still, he urged the ministry to go beyond traditional academic metrics. “A redesigned national exam must address not only cognitive skills but also broader competencies, such as emotional intelligence and social adaptability. Furthermore, the 2025 academic year should serve as a transitional phase to refine the system before full implementation in 2026,” he recommended.
Building a Supportive Ecosystem
For Dr. Alpha, the success of any assessment system hinges on the educational ecosystem. He proposed establishing an independent national assessment body to design and administer exams with professionalism and impartiality.
“This body should operate independently from the ministry to ensure objectivity and credibility,” he argued.
Addressing the perennial issue of student stress, Dr. Alpha highlighted the ministry’s recent “Seven Habits of Great Indonesian Students” initiative, which encourages daily routines like early rising, praying, exercising, studying happily, eating healthy and nutritious food, socializing and going to bed early. “If consistently implemented with the support from teachers and parents, such simple but powerful habits could significantly enhance students’ physical and mental well-being, creating a more conducive learning environment,” he said.
A Crossroads for Education
The debate over the national exam reflects deeper questions about Indonesia’s educational future. Is the country prepared to strike a balance between maintaining rigorous standards and fostering a supportive, holistic learning environment?
Dr. Alpha concluded with a sobering yet optimistic perspective: “Policy decisions in education must not only address present challenges but also prepare our students for a rapidly evolving future. This is an opportunity to build a system that empowers, rather than burdens, the next generation.”
As Indonesia stands at a crossroads, the stakes are high. Whether the national exam becomes a symbol of progress or regression will depend on the choices made today—and the vision for tomorrow.
Exploring AI and the Future of Educational Leadership
Exploring AI and the Future of Educational Leadership
December 31, 2024
Contributor: Supriyono | Editor: Dadi Darmadi
The UIII Faculty of Education, in collaboration with the American Institute for Indonesian Studies (AIFIS), hosted an insightful and thought-provoking virtual LunchTalk #36 with Prof. Khalid Arar from the College of Education, Texas State University, USA. The session, titled “Human-Machine Symbiosis: AI and the Future of Educational Leadership,” explored the transformative potential of artificial intelligence (AI) in education, specifically in leadership and decision-making.
In his opening remarks, Prof. Arar, who is also the editor-in-chief of the ‘Leadership and Policy in Schools’ journal, emphasized the importance of bridging the gap between Western-centric academic publications and the vast population of Asia, including Indonesia. He called for more inclusive scholarship in the field of educational leadership and urged participants to consider submitting their work to the journal.
The crux of Prof. Arar's presentation revolved around the symbiotic relationship between humans and AI, proposing that the future of educational leadership could thrive through collaboration between human expertise and machine intelligence. He invited the audience, comprising educators and scholars, to reflect on key questions regarding AI's integration in education. These included ethical considerations, the role of AI in shaping educational values, and the desired outcomes of human-AI collaboration.
One central theme of the talk was the evolution of education, from its roots in the Industrial Revolution to the current age of AI and digital literacy. Prof. Arar discussed the paradigm shifts that have occurred in education, asking whether we should embrace or resist AI's integration in schools. He also highlighted how AI's capabilities, such as rapid data analysis, could revolutionize decision-making processes in educational institutions.
Prof. Arar shared several examples of AI applications in educational leadership, such as using AI for recruiting educational leaders, analyzing big data to improve institutional effectiveness, and enhancing the decision-making process through AI-generated scenarios. He stressed the importance of human-AI symbiosis, noting that both humans and AI make decisions by processing vast amounts of data—humans through their biological brains and AI through artificial neural networks.
The presentation also touched upon the ethical challenges surrounding AI use in academic work. Prof. Arar pointed out the importance of addressing bias, fairness, and ethical guidelines in AI applications. He urged the audience to co-create knowledge and adapt to the evolving educational landscape by reimagining educational leadership through AI.
In the latter part of the session, Prof. Arar shared insights from his recent research, including a bibliometric analysis on AI in educational leadership and a thematic study on AI's impact on the field. He discussed the alignment of AI research with the United Nations' Sustainable Development Goals, particularly in promoting quality education.
The event concluded with an interactive symposium, allowing participants to engage in discussions about the possibilities of AI in educational leadership. Prof. Arar emphasized the importance of collaboration and co-thinking, urging the academic community to continue exploring AI's potential to reshape education and leadership.
By hosting such an event, UIII continues to demonstrate its values of innovation, inclusivity, and forward-thinking leadership in higher education. The university provides a platform for educators, scholars, and thought leaders to explore the intersections of education and technology, preparing its community for the challenges and opportunities that lie ahead in an increasingly AI-driven world.
source: https://www.uiii.ac.id/events/read/57802/exploring-ai-and-the-future-of-educational-leadership
Examining Educational Equity in Indonesia through Student Performance in the Certified Emancipated Learning Internship Program
Hakim, L., Winarti, D., Kayen, H., Numan, M., Buana, I., & Barliana, D. (2024). Examining Educational Equity in Indonesia through Student Performance in the Certified Emancipated Learning Internship Program. Aspirasi: Jurnal Masalah-masalah Sosial, 15(2), 143–157. doi:https://doi.org/10.46807/aspirasi.v15i2.4389
Changes in Students’ Socioscientific Reasoning in an Environmental Chemistry Class: Application of Multi-Facet Rasch Model
Laliyo, L., Sumintono, B., La Kilo, J., and Panigoro, C.. (2024). Changes in Students’ Socioscientific Reasoning in an Environmental Chemistry Class: Application of Multi-Facet Rasch Model. The International Journal of Assessment and Evaluation 32 (1): 49-75. doi:10.18848/2327-7920/CGP/v32i01/49-75. URL: https://cgscholar.com/bookstore/works/changes-in-students-socioscientific-reasoning-in-an-environmental-chemistry-class?category_id=cgrn
Abstract
The primary aim of this research is to evaluate the quality of change in socioscientific reasoning (SSR) among students through the application of the multi-facet Rasch model (MFRM) within a quasi-experimental quantitative research design. The study involved thirty-one students. All participants completed a ten-item test with open-ended questions. Student responses were assessed by five raters using a rubric, and the data were analyzed using the MFRM stacking technique. The analysis revealed that the data aligned with the MFRM measurements, and there were variations in students’ SSR scores between T1, T2, and T3. The postintervention change (T1–T2) demonstrated a positive shift, indicating the effectiveness of the intervention. However, postretention changes (T2–T3) showed a negative trend, suggesting a weakening of the intervention’s meaningfulness. When examining the nature of postintervention and postretention changes together, it became apparent that a significant proportion of students (71%) exhibited weak and inconsistent changes in their SSR, with some students experiencing anomalous shifts. Importantly for the accuracy of the MFRM measure, although the intervention initially resulted in positive changes, these changes did not persist in the postretention period. This suggests there is room for improvement in the long-term impact of the intervention on students’ SSR.
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.
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