Who Shapes What We Know? UIII Workshop Challenges Global North’s Domination in Knowledge Production
Who Shapes What We Know? UIII Workshop Challenges Global North’s Domination in Knowledge Production
January 14, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photos: Achmad Jatnika & Virda Lalitya Umam
It is argued that the knowledge production is conceivably dominated by the scholars from the Global North, and a decolonial writing workshop held at Universitas Islam Internasional Indonesia (UIII) seeks to challenge the status quo.
The workshop, part of a global initiative funded by the British Academy, brought together scholars and participants to examine the deeply rooted inequalities in knowledge production. Held on January 14–15, 2025, at UIII’s Faculty A Building, it aimed to equip early-career scholars with the skills to navigate and challenge academic structures that often marginalize voices from the Global South.
Led by Dr. Leon Moosavi, a British expert in decolonial methodologies from the University of Liverpool; Prof. Camila Prando, a scholar specializing in epistemological reform from the University of Brasilia; and Prof. Nina Nurmila, a gender expert and Dean of UIII's Faculty of Education, the event followed the same workshop held in Brazil last December. According to Dr. Moosavi, the workshop received an overwhelming number of applications, but his team could only accommodate 24 participants—12 from Brazil and 12 from Indonesia.
“We're working to unsettle the colonial injustices and historical inequalities by first acknowledging their continued presence. Additionally, we are deliberately focusing on scholars from the Global South, who often lack the same opportunities available to their counterparts in the Global North. The project also incorporates a gender dimension, as all the participants are women," Dr. Moosavi said.
He explained that their goal was to share experiences and insights to equip early-career scholars with the tools needed to navigate academic writing and publishing successfully. “We'll encourage them to share the knowledge and insights with other people. Maybe they will organize their own workshops. We hope it will have a knock-on effect in other parts of Indonesia and the broader Indonesian academic community,” said Dr. Moosavi.
Supporting the argument, Prof. Camila Prando of Brazil highlighted the struggles often faced by scholars in the Global South in navigating the academic "rituals" and career systems, particularly regarding access to resources. “As a Brazilian woman, I feel a responsibility to share information and mentor younger students who face challenges with language barriers and limited access to academic journals," she explained.
Prof. Nurmila expressed her pride in hosting the workshop at UIII, noting its alignment with the university’s mission to foster globally impactful scholarship rooted in local contexts. “By empowering women scholars and addressing systemic inequalities, we are contributing to a more just and inclusive academic landscape,” she said.
The workshop features intensive sessions designed to enhance academic writing and publishing skills while encouraging participants to critique and reshape the structures of knowledge production. This groundbreaking program underscores UIII’s role as a hub for academic innovation and inclusivity, paving the way for a new generation of scholars who are equipped to challenge and redefine the boundaries of knowledge.
UIII to Host Decolonial Writing Workshop: A Global Collaboration on Academic Reform
UIII to Host Decolonial Writing Workshop: A Global Collaboration on Academic Reform
January 13, 2025
Contributor: Dadi Darmadi | Photos: Achmad Jatnika
Depok, Indonesia, January 13, 2025 – Tomorrow, Universitas Islam Internasional Indonesia (UIII) will open its doors to scholars and writers from across the globe for the Decolonial Writing Workshop, a bold initiative to dismantle entrenched academic hierarchies and foster inclusive scholarship. This two-day event, taking place on January 14–15, 2025, exemplifies the power of international collaboration, bringing together thought leaders from Indonesia, Brazil, and the United Kingdom.
Organized in partnership with academics from diverse cultural and intellectual traditions, the workshop underscores the interconnected nature of today’s academic landscape. Facilitators include Dr. Camila Prando, a Brazilian scholar specializing in epistemological reform, Dr. Leon Moosavi, a British expert on decolonial methodologies, and Prof. Nina Nurmila, a leading Indonesian academic and Chair of the Faculty of Education at UIII.
A Growing Collaboration
Participants, hailing from various academic disciplines, will engage in sessions that blend theory with practical application. The opening day sets the stage with discussions on Epistemological Writing and Decolonial Writing, followed by an in-depth session led by Prof. Nina on crafting articles and book proposals.
Day two shifts focus to the publishing process, offering participants personalized feedback during review sessions. In a testament to the workshop’s global vision, video messages from editors and publishers will provide insights into navigating the challenges of academic publishing across cultural and geopolitical boundaries.
A Collaboration Beyond Borders
The workshop reflects a growing recognition of the need for collaborative efforts to address systemic inequities in academia. Indonesia, as the host, positions itself as a bridge between Global South and Global North perspectives. Brazil contributes its critical lens on epistemological reform, while the UK brings expertise in decolonial methodologies.
Prof. Nina Nurmila’s leadership highlights UIII’s commitment to fostering intellectual innovation. Her contributions, particularly in gender studies and decolonial thought, serve as a cornerstone for the university’s growing reputation as a hub for critical scholarship.
A Platform for Change?
Held at UIII’s vibrant Depok campus, the workshop represents more than an academic gathering—it is a call to action. By challenging Eurocentric narratives and amplifying marginalized voices, the event aims to inspire participants to drive systemic change within their own institutions and communities.
As the workshop approaches, scholars and writers will convene not only to exchange ideas but to envision a future where academic structures are more equitable and inclusive.
The Decolonial Writing Workshop is poised to become a landmark event, reaffirming the potential of international collaboration to reshape the contours of global scholarship.
Stay tuned for updates as the Decolonial Writing Workshop unfolds at UIII, paving the way for a new era of critical, decolonial discourse in academia.
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.
