Perspective shifting towards Mathematics Education in Indonesia: A Reflection Journey toward Joining ICME-15 Conference.
Perspective shifting towards Mathematics Education in Indonesia: A Reflection Journey toward Joining ICME-15 Conference.
By Faradillah Haryani
Ph.D Student batch 2 at Universitas Islam Internasional Indonesia
I never imagined I would attend the largest conference in mathematics education, meet many prominent figures, and gain new experiences and insights as an early researcher. I learned about this event from my undergraduate lecturer, Bu Sitti Maesuri P., who is also the supervisor of my current Ph.D. advisor, Dr. Destina. I regularly joined Zoom meetings organized by Ibu Sitti to discuss how to gain entry into this prestigious conference, plan my manuscript, and address financial aspects, particularly securing the Solidarity Fund, which is provided by the conference committee to selected participants.
The entire process took nearly a year, from preparing the manuscript to the start of the conference. I began working on the manuscript during my first month as a student at UIII in 2023, and it was accepted without revisions. Following this, I prepared my application for the Solidarity Fund, which required a recommendation letter from my Ph.D. supervisor, Dr. Destina. Concurrently, I applied for the prestigious UIII conference funding to cover expenses not addressed by the Solidarity Fund. Alhamdulillah, praises to Allah, both funding applications were accepted, allowing me to secure my place at the conference. Remarkably, out of 2,065 speakers from around the world, I am one of the 197 recipients of the Solidarity Fund, as highlighted in the ICME-15 statistics.
Attending the ICME-15 (The International Congress on Mathematical Education) conference, the largest mathematics education conference in the world, held at the International Convention Centre Sydney from July 7-14, 2024, has provided me with numerous new insights. It has given me a fresh perspective on the education landscape in the world and use it as the new eye to see education in Indonesia. While the conference primarily focuses on mathematics education, the issues discussed offer opportunities to examine the education field from both macro and micro perspectives.
From a macro perspective, global education is now confronted with the fundamental question: "Whose knowledge are we teaching, and is it relevant to every context in every country?" This question encourages educators, not just in mathematics but across all fields, to build awareness and scepticism regarding knowledge delivery. It prompts us in developing countries to recognize the value within our own contexts. However, this then does not necessarily mean to dismiss or detach from the knowledge historically linked to Western ideas. To compete on a global scale, it is essential to consider not only what works within our context, but also how to make it works to be the solid foundation of any knowledge that will be understood by students.
From a micro perspective, the conference aligns with our teaching methods and how concepts are delivered. It encourages us to ground our teaching methods before reaching for the sky. Are our foundations solid? Is our students' conceptual understanding strong enough? A study by Hamsah Verkat and her peers supports the idea that it is crucial to deeply understand basic concepts, such as the base-ten system, and the government also giving the support for strengthening this basic idea to the students, before advancing to more complex topics.
Studies from other developing countries, particularly those with a history of oppression, reveal the importance of valuing concepts that resonate with students' backgrounds. Instead of starting with advanced topics, they begin by having students take photographs of objects they believe relate to mathematics, then discuss these connections. This approach encourages students to explore their surroundings and appreciate mathematics within their immediate environment, fostering a positive disposition toward mathematics and enhancing critical thinking and reasoning skills.
Attending this conference has opened numerous avenues for collaboration. With prominent scholars in mathematics education present, I had the opportunity to see and even speak directly with influential figures whose seminal papers I have studied. I used this chance to connect, discuss my dissertation ideas, and receive valuable feedback. A humorous aspect of my experience was carrying my proposal booklet with me everywhere I went. This dedication paid off when a professor from Auckland University, who chaired my session, agreed to meet and discuss my dissertation on culturally responsive pedagogy in mathematics. He provided valuable reading references, such as Ole Skovsmose's works on Critical Mathematics Education, papers on decolonizing methodologies, and literature on ethnomathematics. I also had the opportunity to discuss my research over dinner with the head of Professional Development of the Algebra Project, a movement in the United States aimed at providing equitable mathematics access to African-American students. This meeting highlighted the importance of re-evaluating basic definitions of literacy to include math literacy and beyond. In addition to that, many practitioners expressed interest in my study and requested to stay in touch via email. A professor from Arizona University even invited me to join a study group focused on indigenous knowledge, the dynamics between the Global South and Global North, and decolonizing methodologies. Interestingly, only two people from Indonesia, including myself, have shown a genuine interest in this topic, even though it is a hotly debated issue worldwide. I feel truly blessed not only for the insights I gained about my research but also for the motivation and passion I witnessed among participants dedicated to advancing education.
Finally, what I love about this conference is how well the committee organizes everything, including the convenient mobile app that allows us to easily view and join sessions. The app provides automatic reminders for each session and facilitates networking by allowing us to scan barcodes to exchange contact information instantly. The format for delivering presentations is also unique. Instead of the typical front-stage presentation, I present through a group discussion for almost one hour. This kind setting allows me to send stronger message about my research and get immediate feedback suggestion and even acknowledgement. The whole conference structure is also impressive, starting with the early career researcher workshop, which includes methodology classes, sessions on topics in mathematics education, meetings with prominent journal editors, and classes on shaping our careers as researchers. This comprehensive approach has significantly contributed to my educational development. To conclude this reflection, I constantly ask myself, "What progress have you made today to build your career as a researcher?"
God in Awe and Intimacy: Jewish and Muslim Perspectives on Understanding and Pronouncing the Name(s) of God and its Relation to the Humanitarian Crisis
Yuliyanti, N. (2024). God in Awe and Intimacy: Jewish and Muslim Perspectives on Understanding and Pronouncing the Name(s) of God and its Relation to the Humanitarian Crisis. Teosofia: Indonesian Journal of Islamic Mysticism, 13(1), 1-18. doi:https://doi.org/10.21580/tos.v13i1.20534
Abstract
Career Opportunities 2024: Faculty Positions
Career Opportunities
Dean of Faculty of Education Receives Grant for Women Scholars Empowerment in Global South
Dean of Faculty of Education Receives Grant for Women Scholars Empowerment in Global South
July 18, 2024
Contributor: Achmad Jatnika | Editor: Supriyono
Professor Nina Nurmila, the Dean of the Faculty of Education at UIII, recently received a project grant of £25.4K from the British Academy (UK) to deliver training and mentorship to women scholars from the Global South, as part of an International Writing Workshops program.
The project, entitled “Decolonial Writing Workshops: Empowering Brazilian and Indonesian Women Scholars to Publish Global Academic Knowledge”, will be executed along with her colleagues, Dr. Leon Moosavi, Co-Director of the Liverpool Sociological Research Cluster, and Dr. Camila Prando from the University of Brasilia.
“Global North countries have always led the production of knowledge, thereby we follow their lead in this matter. Dr. Moosavi had an idea to break the barrier and decolonize the Global South's knowledge production. My attention is on gender, on women who still need much support in producing knowledge,” Professor Nurmila said.
Professor Nurmila elaborated that the project will target early-career women scholars in Indonesia and Brazil, aiming at honing their skills in producing research articles that can be published in well-reputed international journals. “We will provide what they need during the workshop, including day-care support for those with children,” she said.
The project will also facilitate South-South networking and collaboration between Brazilian and Indonesian scholars to produce new and valuable opportunities across the Global South.
UIII is always committed to promoting women’s participation and engagement in education by providing women-friendly facilities like daycare, and inclusive sports centers in the campus vicinity. We want women to feel safe on campus so that they can flourish during their learning journey.
Read more about the project here: Funding Success: £25.4k secured from the British Academy for decolonial writing workshops
Workshop on Rasch Model at Islamic University of Maldives 15-16 July 2024
Workshop on Rasch Model at Islamic University of Maldives
The Islamic University of Maldives (IUM) recently hosted an insightful workshop on the Rasch Model, a statistical technique widely used in educational assessment and psychometrics on 15-16 July 2024. The event attracted lecturers and researchers from Islamic University of Maldives, and officers from Ministry of Education of Maldives.
Dr. Bambang Sumintono, a lecturer from Faculty of Education, Universitas Islam Internasional Indonesia (UIII), who has expertise in educational measurement and Rasch model analysis, led the two days workshop. He introduced participants to the fundamentals of the Rasch Model, explaining its applications in analyzing test data and improving the validity and reliability of assessments using specific software, Ministep. The workshop featured interactive sessions, where attendees engaged in hands-on activities to better understand the construction and interpretation of Rasch models.
Previously, Dr Visal Moosa, deputy vice chancellor of research and innovation at Islamic University of Maldives, participated in Scholars in Residence program at Faculty of Education UIII, a kind of post-doctoral program. During his time in Universitas Islam Internasional Indonesia on September-November 2023, Dr Visal actively share his knowledge and expertise about systematic literature review, bibliometric analysis and educational management field. This time, a lecturer from UIII visited IUM in Male, Maldives, to share about Rasch model analysis.
Participants expressed enthusiasm for the practical knowledge gained, highlighting the Rasch model's potential to enhance the quality of educational assessments in the Maldives. The workshop is part of IUM's ongoing efforts to promote advanced research methodologies and support the professional development of lecturers and educators in the Maldives. Organizers hope to conduct more such events, fostering a community of practice around educational measurement and assessment in the region, and increase collaboration between two islamic universitis that come from Global South.
Reflection from visiting Deakin University, Australia
Reflection from visiting Deakin University, Australia
By Eka Hermansyah
As John Dewey once described modern education, it must have an experiential foundation for students. This is precisely what I found during my visit to Deakin University from May 15 to 24, 2024. Education should facilitate student development rather than being a one-way process. I strive to deliver this reflection using my perspective as a student from Indonesia and to reflect on my experiences in both Australia and Indonesia, which of course, can be a matter of debate.
During my visit to Australia, I spent considerable time observing and consulting on research with experts at Deakin University. My observations covered the educational system, implementation of learning processes, staff-student interactions, and public facilities that support the educational system. I found that the system is not very different from Indonesia. However, when delved deeper at the management level, there are significant differences. One of them is the ethics of interacting with students, who are essentially children. The ease for students to approach the management for academic and well-being issues is a good example of how school management should be accessible and helpful to every component needing information related to education.
While in Victoria, we visited Deakin campuses in Burwood, Downtown, Waurn Ponds, and Geelong, as well as the State Library. Their facilities are notable in Indonesia, but in my humble opinion, Indonesia has issues with awareness and interest in using such facilities. Although it cannot be denied that in other parts of Indonesia, facilities are still lacking. Besides, on campus, we met with staff and lecturers and had the opportunity to discuss with international PhD students, including those from Indonesia. We discussed research, discipline focus in education, and opportunities for further studies in Australia. It is clear that postgraduate education abroad has different strategies and perspectives compared to education in Indonesia. Especially in terms of linearity, in Indonesia, linearity is often a requirement for having a career in the academic field, unlike in Australia (and perhaps in other global south countries), where multidisciplinarity is seen as a new opportunity because it opens more colorful discussions and provides new perspectives in academia.
We observed several classes at Deakin's Waurn Ponds campus, and what caught my attention the most was a class and discussion with Mr. Paul Garner. We attended the ECL210 class on literacy for primary teachers. The class was highly engaging and full of fruitful discussions. He successfully provided pre-service teachers with the experience of what it feels like to be primary school students, which is crucial for teachers to understand their role. His effort in teaching, even in the final week, demonstrated his passion for education. I was even more impressed when I learned that the challenges related to educational paperwork faced by teachers are similar to those in Indonesia. He was able to give his maximum effort despite having administrative tasks.
Furthermore, through discussions with lecturers, staff, and students, I found that the education systems in Indonesia and Australia are not vastly different. However, significant aspects that need improvement in Indonesia include collaboration between educators and academics. Additionally, pre-service teachers in Australia receive excellent facilities and support, resulting in high-quality outcomes. Not only do they see the essence of the educational world, but also the possibility of innovation and change in the educational world in the coming times is well considered. One example is the AR 360 room that can be used to create an artificial reality in the room so that students can learn using more real experiences. Continuing my PhD studies there would be very appealing given my experience at Deakin. It is important for me to consider Australia's culture and climate as an Indonesian before pursuing further education there, as undertaking a PhD is a commitment to becoming a full-time student and future academic.
UIII's Faculty of Education Students Go on International Study Trip to Australia
UIII's Faculty of Education Students Go on International Study Trip to Australia
Generally, appreciation given by universities to outstanding students is awarded at the end of their study period. Uniquely, in the Master’s program at the Faculty of Education (FoE) at Universitas Islam Internasional Indonesia, academic recognition is given at the end of the third semester, particularly after the thesis proposal. These students were selected based on their outstanding academic performance and active involvement in various educational projects. Three top students have been given the opportunity to visit Deakin University, Australia. This visit took place from May 15 to May 24, 2024. The primary goal of this visit is to promote cross-cultural understanding in a new educational atmosphere. Additionally, this trip is part of their learning process in completing their theses, providing students with the chance to consult their theses with experts from another university. This valuable experience is expected to enhance their academic knowledge and broaden their international perspectives.
Regarding the cities of Melbourne and Burwood, they exceeded the expectations. Melbourne was thought to be like cities such as Singapore, Dubai, or other modern cities that are rather dull. But that was wrong. Melbourne is incredibly beautiful. Not only is the city well-organized and clean, but there are still many houses that give off an English vibe from the 80s-90s, reminiscent of sitcoms like Mr. Bean. Seeing the scarcity of tall buildings, especially in the area where the stay was in Burwood, where tall buildings are rare, adds to the memorable impression that will be boasted about to friends because of how beautiful and aesthetic the city is.
Nevertheless, the initial experience of visiting Deakin University campus in Burwood left several positive impressions that are still vivid. First, the university buildings looked new, tidy, and highly aesthetic. Never before had the feeling of visiting a university was akin to visiting a 5-star hotel. Perhaps because the person comes from a rural area in West Java, they are easily impressed by modern interior nuances. The campus is serene and calming for a campus located in the midst of the city, in Burwood. Secondly, the person was accompanied by Deb, one of the Deakin staff, who took them on a campus tour.
What impressed the most was when visiting the Visual Art class taught by a lecturer and (in the person's opinion, an artist), Dr. Fiona. She introduced how she teaches her students. Seeing how Dr. Fiona was so enthusiastic and passionate about her field, the person, who was previously indifferent to anything related to music, became enthusiastic as well. Perhaps, the person thought, this is the quality of teachers in developed countries like Australia, where they are not just teaching to make a living but genuinely want to share knowledge with passion and positive energy. Then the person reflected, why was she so enthusiastic and passionate? Perhaps because Australia is a developed country, economically stable, thus it has a good education system. If the economy and education are well intertwined, it will undoubtedly produce the best and most passionate individuals.
In addition to exploring Deakin University Melbourne Burwood campus, we also had the opportunity to visit Deakin University Geelong Waurn Ponds Campus. We were warmly greeted by PhD candidates, Anthony and Lei Bao. Our discussions ranged from conducting PhD-level research to exploring our thesis topics, sparking valuable insights and potential collaborations in academic research.
The highlight of our visit was attending a seminar on Language and Literacy led by Paul Garner. His innovative teaching approach captivated us all. Rather than starting with theory, Paul engaged students in hands-on writing activities, encouraging them to write narratives based on various scenarios. Paul's commitment to interactive learning was evident in his meticulous preparation of materials, which included diverse writing implements and interactive tools like markers and papers. This approach not only enhanced engagement but also provided a deeper understanding of writing narratives.
Overall, Paul Garner’s seminar exemplified effective teaching methods that prioritize student participation and foster a supportive learning environment. Since we are from the faculty of education, this was an enlightening experience that underscored the importance of innovative educational practices in preparing future educators.
According to Eka, educational experiences have given him exposure to various innovative teaching approaches and methods. "It was fascinating to see the 360-degree augmented reality room as part of future education and to discuss teacher-related issues with lecturers at Deakin University." Beyond the theoretical aspect, this visit provided him with the opportunity to experience the learning atmosphere and engage in direct discussions about educational issues in both countries. It allowed him to observe the challenges and opportunities in the world of education while reflecting on the current state of education. This highlights the importance of international collaboration in addressing global educational issues.
The Faculty of Education at Universitas Internasional Indonesia places a strong emphasis on the practical application and global relevance of educational theories. By facilitating such international visits, the faculty aims to bridge the gap between theoretical knowledge and real-world practice. The trip to Deakin University is not just an academic exercise but a strategic effort to prepare students for the global educational landscape. It underscores UIII's commitment to fostering and conducting pioneering research on Islam and Muslim communities and enhancing knowledge and social well-being. Additionally, it showcases Indonesian Islamic cultures as an integral part of global civilization.
Fueling My Passion as a Ph.D. Student for Research and Collaboration within The Global Academic Community
Fueling My Passion as a Ph.D. Student for Research and Collaboration within The Global Academic Community
By Furqanul Hakim (PhD in Education student batch 2)
The first time I read the flyer for "The Engagement in the Digital Age: International Conference on Language Teaching and Learning," I was immediately drawn to its engaging theme. Engagement is a topic often discussed in the educational context, especially with the rapid development of Artificial Intelligence. Beyond the theme, the keynote speakers, who will address various challenges in education, particularly in language teaching and learning, made the conference even more enticing. Among them, Prof. Rod Ellis, a renowned expert in the field of language teaching and learning, captured my interest the most. This Curtin University professor from Perth, Australia, has published extensively in books and academic journals, particularly on Written Corrective Feedback.
To achieve my goal of attending and speaking at this annual event, I took several steps to secure both financial and moral support. My first action was to prepare and submit an abstract as part of the application for conference funding. I am very grateful that, after the review process, my article titled "The Implementation of Parliamentary Debate in Language Teaching: A Literature Review on the SINTA Accredited Journals" was accepted for presentation at the international conference hosted by Hong Kong Baptist University.
Following this success, I sought a recommendation from the Dean of the Faculty of Education at the International Islamic University of Indonesia. I am deeply thankful to Prof. Nina Nurmila, who, as the dean overseeing my doctoral program, provided a recommendation. With all the necessary documents in hand, I submitted my application through the Indonesian International Islamic University research institute to secure financial support from UIII's prestigious Conference Funding program. After a period of waiting, my application was approved.
Determined not to waste this opportunity, I thoroughly prepared to represent my alma mater at the conference on June 17-18, 2024. My preparations included reviewing my paper, developing engaging presentation materials, and handling travel arrangements. The support from lecturers and colleagues at the Faculty of Education, International Islamic University of Indonesia, was unwavering.
Reflecting on my participation, I encapsulate the experience with the phrase, "fueling my passion for research and collaboration within the global academic community." This motivational sentiment, often echoed by all our faculty lecturers, emphasizes the importance of expanding our network to become open-minded and well-rounded doctoral candidates. We are encouraged to enrich ourselves with diverse perspectives to deepen our analytical capabilities for future research.
Upon arriving in Hong Kong, I engaged in various activities, including attending keynote presentations and participating in discussions. On the first day, I was particularly impressed by Norbert Pachiler's (2024) insights on the importance of "Engagement" in education. He explored practical dimensions of learner engagement in foreign language learning, which resonated with me as both a teacher and researcher.
June 18 was my presentation day. Scheduled for 11:30, I had 1 hour and 30 minutes to present my paper and engage with the audience. The participants in my session were genuinely interested in my topic, providing valuable feedback, especially regarding the assessment process for measuring the effectiveness of parliamentary debates in language learning. This constructive input will be instrumental for my dissertation in the future. Therefore, the expertise of a doctoral student is best achieved inclusively, by broadening horizons through networking and enriching knowledge from diverse sources.
Norwegian Expert Warns of 'Dangerous Trends' in Academia at UIII FoE Graduate Forum
Norwegian Expert Warns of 'Dangerous Trends' in Academia at UIII FoE Graduate Forum
July 08, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
Dr. Lena Larsen, Program Director of the Norwegian Center for Human Rights, University of Oslo, Norway, warned early career researchers about the dangerous trends in academia during the 2nd Graduate Forum of the UIII Faculty of Education, held from July 4 to 5, 2024, in collaboration with the American Institute for Indonesian Studies (AIFIS).
“What we are seeing these days is a dangerous trend. There are two things that I consider as dangerous. First, the ‘mercantilization’ of academia itself,” Dr. Larsen said on the first day of the forum. “It means you are doing your study to obtain something from that degree. You are not focusing on the subject or the process. If you only want to have a diploma, that is not the objective itself,” she elaborated.
The second thing, she continued, is to focus on personal gain and self-interest, meaning that if the desire to promote yourself is bigger than the knowledge itself, then this is dangerous. “You see the biggest diamonds, the stars in the sky. It’s the same as in knowledge, they never promote themselves as good scholars. Instead, they build good personal qualities first,” she said.
Dr. Larsen emphasized that scholarly works is pretty much about doing the right thing. “If you do the right thing, you bring good personal qualities and ethics into it, that’s what will make you strive in academia. Unfortunately, it’s very much forgotten these days in the promotion of materialism of knowledge,” she said.
As a faith-based graduate educational institution, UIII aims to train scholars who not only excel in academia but also foster individuals to have a balance between the material world and spiritual orientation, science and religion, and faith and critical thinking, aided by the spirit of the wasatiyya (moderation) values.