Pedaling to Work, Dr. Lukman’s Message on ‘World Sustainable Transport Day’
Pedaling to Work, Dr. Lukman’s Message on ‘World Sustainable Transport Day’
November 26, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Fransiska Aprilya Lowarmodo
Like much of Greater Jakarta area, Depok—a city where UIII is located—is known for its traffic jams, especially during rush hours on weekday’s mornings. The sound of car horns and motorbike engines fills the air as people try to navigate the crowded streets to go to office. But while most are stuck in this daily chaos, Dr. Lukman Nul Hakim has chosen a different way to get to work—one that is quiet, healthy, and better for our planet.
Dr. Lukman, a psychologist and lecturer at UIII Faculty of Education, chooses to ride his bike to UIII campus. This, he said, is not just about avoiding traffic. Cycling, for him, has become a way of life. “Cycling makes me happy. It gives me energy, clears my mind, and helps me feel at peace,” he testified.
His love for cycling is not limited to his commute. One of his most special memories is a bike trip from Depok to Yogyakarta with his wife. Riding a tandem bike, they pedaled over 500 kilometers together in six days. “It was our romantic journey,” he said. “My wife and I wanted to create memories we’d never forget and celebrate our time together.” Dr. Lukman documented their sweet and inspiring journey on his YouTube Channel.
At home, Dr. Lukman is also part of a community which campaign for “Gowes Nuju Kantor” (Pedaling to Work). The story goes back to when he was working at the House of Representatives (DPR RI) in Central Jakarta. He started biking to go to office, and to his surprise, the others joined him. What began as a small group grew into a club called the ‘Parle Cycling Community’, with members from different departments, including parliamentarians. “Change starts with us,” he recalled. “When people see us cycling, they start to wonder if they can do it too. That’s how it all begins.”
Hence, as today (November 26) marks the ‘World Sustainable Transport Day’, Dr. Lukman wants to seize the moment to convey a simple message for all of us: “Try biking, walking, or taking public transport, even if it is just once a week,” he said. “It is a small change that makes a big difference. It is good for your health, your mood, and the planet we live in.”
In this very special moment, Dr. Lukman dreams of a day when people do not see cycling as something special or difficult, but as a normal way to get around. “You don’t need fancy gear or special jerseys. Just hop on your bike and go,” he concluded.
At UIII, sustainability is a part of everyday life. The university supports initiatives that promote green practices, such as encouraging students, lecturers and staff to use bicycles as a sustainable mode of transportation around campus. This aligns with UIII’s broader commitment to sustainability, which includes eco-friendly campus initiatives, green buildings, and efforts to reduce the carbon footprint.
Dr. Lukman’s message aligns closely with UIII’s values for a green campus and sustainability. As an academic institution, UIII encourages its community to take responsibility for the environment and adopt practices that contribute to a more sustainable future.
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.
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.
Enhancing Education Through Digital Literacy
Enhancing Education Through Digital Literacy
November 23, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
On Tuesday, November 19, 2024, the UIII Faculty of Education hosted the second session of its collaborative webinar series with the University of Melbourne, Australia, focusing on digital literacy in education. The event featured Dr. Tati Lathipatud Duriyyah, the head of MA in Education study program at UIII and Emily H. White, PhD, Lecturer in Learning Intervention Education at the University of Melbourne, Australia.
The first speaker, Dr. Tati Lathipatud Duriyyah, shared her research on digital literacy perspectives and experiences among high school teachers in the Greater Jakarta area. Her ongoing study, conducted in collaboration with former graduate students, builds on the foundational research which highlighted a gap between students’ use of digital technology in schools and their needs outside the classroom. Dr. Duriyyah’s research extends this focus to the perspectives of teachers, using mixed methods that combine surveys and interviews to gather data.
The preliminary findings of the study revealed that teachers in Jakarta's secondary schools are highly aware of the importance of digital technology in education and have actively integrated it into their classrooms. The majority reported frequent use of devices such as laptops, projectors, and smartphones, as well as digital platforms like Learning Management Systems (LMS). Teachers expressed confidence in their ability to combine technology, pedagogy, and lesson content effectively, indicating a strong belief in the transformative potential of digital tools to enhance teaching and learning.
Despite these promising trends, challenges persist. Dr. Duriyyah pointed out that issues such as unreliable internet connections, limited access to digital devices, and disruptions caused by students using non-educational apps in class remain significant barriers. Additionally, some teachers reported feeling inadequately trained in the integration of digital technology into their teaching practices.
The findings underscored the proactive measures taken by schools to address these challenges. Many schools provide training, host technology conferences with experts, and support teachers’ personal initiatives to stay updated with technological advancements. Dr. Duriyyah noted that such efforts are pivotal in ensuring that teachers remain equipped to meet the evolving demands of digital literacy in education.
The webinar highlighted the importance of cross-institutional collaborations in addressing global educational challenges. By bringing together educators and researchers from Indonesia and Australia, the event underscored the shared commitment to leveraging digital technology to enhance educational outcomes and bridge the gap between policy, practice, and student needs.
source: https://www.uiii.ac.id/events/read/57757/enhancing-education-through-digital-literacy
University Student Readiness and Academic Integrity in Using ChatGPT and AI Tools for Assessments.
Chuah, K.M. and Sumintono, B. (2024). University Student Readiness and Academic Integrity in Using ChatGPT and AI Tools for Assessments. In: Grosseck, G., Sava, S., Ion, G. and Malita, L. (eds). Digital Assessment in Higher Education, Navigating and Researching Challenges and Opportunities. https://link.springer.com/chapter/10.1007/978-981-97-6136-4_4
Abstract
This chapter explores the use of ChatGPT for academic support in higher education, concentrating on students’ readiness, perception of its usefulness, and understanding of academic integrity issues. A quantitative approach with a non-experimental design was employed. The study involved 374 university students as participants, with data cleaning and validation carried out using WINSTEPS software and further analysis was conducted using Rasch Rating Scale Model. The key findings highlight varied levels of student readiness and awareness concerning the use of ChatGPT and adherence to academic integrity. The study points to the urgent need for universities to provide more explicit guidelines on using artificial intelligence (AI) tools within academic contexts. The results reveal that while students see the potential benefits of ChatGPT in aiding their studies, many lack full preparedness for its incorporation into their academic routines. The analysis of variance indicated significant differences in the readiness and perceived usefulness of ChatGPT among students based on the frequency of its usage. However, there were no significant differences in terms of academic integrity across different demographic groups. This research contributes to the understanding of how students perceive and engage with AI tools in higher education. It also provides insights on the future of digital assessments in higher education, particularly how AI tools like ChatGPT might reshape assessment methods, particularly in upholding academic integrity and honesty.
Critical Literacies and Gender Take Center Stage at FoE LunchTalk
Critical Literacies and Gender Take Center Stage at FoE LunchTalk
November 08, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: M. Sufyan As-Tsauri
On October 29, 2024, the UIII Faculty of Education (FoE) hosted an insightful LunchTalk #34 in the Theater Room of Faculty A, where Zulfa Sakhiyya, PhD, shared her expertise on "Critical Literacies, Gender & Social Inclusion." Dr. Sakhiyya is currently a scholar-in-residence at the faculty, originally coming from the Literacy Research Centre at Semarang State University (UNNES), Central Java.
In her talk, Dr. Sakhiyya unpacked the transformative potential of literacy when viewed through a gendered, critical lens. Her presentation covered gender as a foundational aspect of social inclusion and the historical role of women’s movements in shaping literacy practices in Indonesia.
Dr. Sakhiyya opened her talk by addressing the question, "Why Gender?" She described it as the "mother of critical perspectives" that weaves together themes of social justice, inclusion, and environmental responsibility. Gender perspectives, she argued, offer alternative frameworks for tackling societal challenges and rethinking literacy as a tool for empowerment.
Exploring the contributions of historical figures like R.A. Lasminingrat, R.A. Kartini, and Ruhana Kudus, she highlighted early Indonesian women’s movements that utilized literacy as a means for empowerment and social reform. These women pioneers, she explained, laid the groundwork for literacy as a pathway to social change and inclusion.
Delving into contemporary issues, Dr. Sakhiyya presented findings from the Programme for International Student Assessment (PISA), which indicate ongoing gender-based disparities in education and literacy. From the data, she argued that there is a critical need to apply gendered perspectives to literacy to unpack the societal forces shaping these inequalities.
Furthermore, Dr. Sakhiyya also shared insights from her two-year qualitative study on the Women’s March Serang (WMS), an organization rooted in a literacy community in Cilegon, Banten. Her research sought to explore how grassroots literacy practices can foster new meanings and empower women.
The findings suggest a framework for critical literacy practices aimed at social inclusion. This framework divides literacy practices into three approaches: the Direct Literacy Approach, which encourages reading culture through activities like mobile libraries and book picnics; the Political Approach, which advocates for women’s rights through public discussions and campaigns; and the Digital Approach, which sustains activism through online platforms, particularly crucial during the pandemic. She argued that these critical literacy practices can be "a communal resource contributing to the quality of local life," echoing Barton and Hamilton's vision (2012) for literacy as a tool for social good.
The LunchTalk series at UIII, including the recent session with Dr. Sakhiyya, reflects the university's mission to foster critical discourse and inclusivity. Designed as an informal yet intellectually engaging forum, LunchTalk sessions offer students, faculty, and the broader community a unique opportunity to discuss pressing social issues that intersect with academic and societal values.
Scholars in Residence 2025 Batch 6 & 7
The Faculty of Education at UIII invites all Ph.D. holders to participate in the Scholar-in-Residence (SIR) Program 2025, Batch 6 & 7 to spend three months as a research fellow.
During the grant period, awardees are expected to serve as guest lecturers, provide academic consultations, act as thesis examiners, present at a LunchTalk, and publish an article in Muslim Education Review (MER). The topic of the article should match the four areas of concentration at the Faculty of Education:
➡Curriculum, Teaching, & Learning
➡Educational Management & Policy
➡Educational Evaluation and Assessment
➡Education and Society
Each recipient will receive IDR 12 Million per month (excluding tax) and are expected to live in the campus facilities during the grant period (reimbursement of economic return tickets and on-campus accommodation are provided).
The awardees will start on:
➡May 1 – July 31, 2025 (Batch 6)
➡September 1 – November 30, 2025 (Batch 7)
Requirements:
➡CV
➡Application Letter
➡Writing sample (published article)
➡Research writing proposal (to be published in MER)
?Deadline: February 3, 2025
?Send your application to: education@uiii.ac.id
Please make sure to read all the details about the program.
An Inspiring Journey at Madania Progressive Indonesian School
An Inspiring Journey at Madania Progressive Indonesian School
By Khizer Hayat.
As an intern, I practiced my skills in teaching English there. Madania, a school known for its progressive approach to education, integrates the Indonesian National Curriculum with the International Baccalaureate (IB) and Cambridge IGCSE frameworks, creating an exceptional learning environment from Kindergarten through Senior High School. Teaching English here was an incredibly rewarding experience. I had the unique opportunity to engage with a wide age group of students, adapting my lessons to their varied needs while ensuring their grasp of English communication improved.
One of the highlights of my experience was how I was able to bridge cultures through language. I was not just an English teacher, but also a cultural ambassador, fostering intercultural connections during my time with the students. Participating in school-wide events such as the Indonesian Independence Day, Mawlid Nabi(Prophet Muhammad’s Birthday Celebration), and cultural celebrations provided a platform to engage with parents and the wider school community. These moments allowed me to share my background while appreciating the rich cultural diversity Indonesia offers.
Working with students wasn’t limited to classrooms alone. Madania emphasizes holistic development, blending academics with extracurricular activities like sports and arts, which provide an avenue to engage with students on multiple levels. The school’s focus on inclusivity and promoting a diverse understanding of religion, languages, and cultures resonated deeply with me. I experienced this openness firsthand when the school management and staff generously invited me on visits to significant places in Bogor. Their hospitality was heartwarming, reinforcing the values of unity and respect for diversity that Madania upholds.
My time at Madania wasn't just about teaching—it was about learning. I gained hands-on exposure to various teaching and management practices. I contributed to the evaluation of the curricula, observed the implementation of progressive teaching methods, and participated in policy discussions aimed at strengthening the school’s educational approach. I was impressed by the school’s openness to feedback, where I functioned not only as a teacher but also as a critical observer, offering suggestions on curriculum alignment and educational research.
Madania’s commitment to nurturing future leaders—through modern technology, cultural understanding, and academic excellence—stood out. The school’s holistic approach made it a unique institution within Indonesia. I left with a deeper understanding of how education can be a force for both personal and societal growth.
In conclusion, my internship at Madania was more than an academic endeavor; it was an enriching experience that allowed me to grow as a teacher, observer, and participant in a dynamic and diverse educational setting. It reinforced my belief that schools like Madania are shaping the future leaders of Indonesia—leaders who are not only well-versed in academic excellence but are also rooted in cultural and social understanding. I am proud to have carried the name of UIII and contributed to this incredible institution during my time there.
Khizer Hayat is a master student at the Faculty of Education, UIII.
Breaking the Boundaries as an Internship Student: My Journey to Present at a Southeast Asian International Forum
Breaking the Boundaries as an Internship Student: My Journey to Present at a Southeast Asian International Forum
By Muhammad Lutfi Assidiqi
Attending the Consultative Meeting on Development of SEAMEO-ASEAN Joint Roadmap on Early Childhood Care and Education in Southeast Asia and Policy Brief on Early Childhood Development Services as a presenter, especially to present the draft policy brief that my team and I worked on during our time as interns at SEAMEO CECCEP, was a very valuable and rare experience for an intern. In this meeting, I stood in front of Governing Board (GB) members of Southeast Asian countries as well as representatives of international NGOs such as UNICEF EAPRO, Tanoto Foundation, UNESCO Indonesia, and others. This was not just a presentation, but a pivotal moment in my career where my voice was heard in prestigious forums.
As an intern, I realized that this kind of opportunity is rare. The stereotype of interns as "beginners" who only carry out small tasks, I do not feel at all at SEAMEO CECCEP. Instead of being ignored, my ideas are heard and appreciated, as if I were an integral part of a professional team. This experience encouraged me to continue to explore the material that I had learned from Dr. Lukman in the Education Policy Analysis class. The practice of writing policy briefs based on The Eightfold Path from Bardach that I learned during the lectures proved to be an important provision in completing my job at SEAMEO CECCEP.
I feel very lucky and grateful to the Faculty of Education, UIII, for facilitating the Independent Study Program and matching me with a very supportive internship place. An internship at SEAMEO CECCEP has not only provided me with significant professional experience, but also a space that has supported my personal and academic development. This opportunity has opened my eyes to the importance of an education that connects theory with real practice, and the important of having an environment that supports and rewards every contribution, regardless of status.
By this experience, I reflected on how important and invaluable this kind of opportunity is for a college student. Not only provide real experience in the field of education policy, but also build confidence to contribute in the international level. Of course, with the willingness to keep learning and the desire to keep trying to have a positive impact, as my team and I have done by drafting a policy brief on early childhood development services for the Southeast Asian region.
UIII and University of Melbourne Host Joint Webinar on Middle Leadership in Schools
UIII and University of Melbourne Host Joint Webinar on Middle Leadership in Schools
October 18, 2024
Contributor: Supriyono | Editor: Dadi Darmadi
The UIII Faculty of Education and the University of Melbourne, Australia, held a collaborative webinar on Tuesday, October 15, 2024, exploring the essential role of middle leaders in Malaysian and Indonesian schools. The event, themed “The Role of Middle Leaders in Malaysian and Indonesian Schools,” attracted educational practitioners and researchers interested in leadership dynamics in the Southeast Asian context.
Dr. Bambang Sumintono, a lecturer and Head of the PhD in Education program at UIII, opened the discussion with his presentation titled “Bridging the Gap: Understanding the Role of Middle School Leaders in Indonesia’s Educational System,” sharing findings from his ongoing UIII-funded research.
Dr. Sumintono highlighted a unique aspect of Indonesian middle school leadership, saying that middle leaders are often appointed either by popular vote from their peers or through direct appointment by school principals. This approach creates a distinct dynamic, though also provides potential drawbacks as the appointed might not properly prepare for filling up the position.
The second speaker, Dr. Donnie Adams, a lecturer at the Faculty of Education, the University of Melbourne, delivered his presentation titled “Shaping Futures: Middle Leadership Roles in Malaysian Schools.” Focusing on Malaysia’s multi-ethnic school system, Dr. Adams discussed the role of middle leaders in national schools, Tamil schools, and Chinese schools, each with its own unique cultural context.
Compared to Indonesia, the dynamic of school leaders in Malaysia, as presented by Dr. Adams, emphasized a more structured process, dynamized by the multicultural aspects each school has either from Malay national influence, or Chinese and Tamil cultures. This highlighted that context is crucial in shaping middle leadership practices.
The webinar concluded with an engaging Q&A session, where participants delved deeper into the roles of middle leaders within Indonesian and Malaysian educational systems. The event underscored the importance of middle leaders in building adaptive, culturally aware schools and highlighted areas for potential cross-cultural research and collaboration.
Both UIII and the University of Melbourne expressed optimism about further joint initiatives to deepen understanding and strengthen educational leadership across Southeast Asia. Both parties are committed to continuing their collaboration in holding the next series of webinars in the future.