The 1st International Joint Seminars on Education, Social Science, and Applied Science (IJESAS) in Labuan Bajo, East Nusa Tenggara
Dr Bambang Sumintono, the faculty member of FoE UIII, has presented as one of the Speaker for The 1st International Joint Seminars on Education, Social Science, and Applied Science (IJESAS) that managed by Institut Nasional Flores (INF), Asosiasi Pendidik Nusantara (Apentara), BREC Borneo, and Dharma Samakta Edukatulistiwa (DSE), with theme “Camaraderie Toward Sustainable Prosperity: Accelerating Development on Applied Natural Science, Social Science, and Education at Post Pandemic” October 28th, 2023. The conference conducted hybrid , virtual Meeting as well as offline in Labuan Bajo, East Nusa Tenggara, Indonesia.
Public Lecture: The Paradigm of Rasch measurement Model and Its Application
Professor David Andrich, Ph.D. graduated from the Measurement, Evaluation and Statistical Analysis Program at The University of Chicago under supervision of Professor Benjamin Wright, where his dissertation earned the Susan Colver Rosenberger prize for the best research thesis in the Division of the Social Sciences in 1973. He is especially known for his work in modern test theory, and in particular Rasch measurement theory, where his work has ranged from the philosophy of measurement, through model exposition and interpretation, to software development. His formulation of Rasch Rating Scale Model (RSM) in the 1970s open up the possibility to analysis polycotomous data such as Likert rating scale data. In this opportunity Prof Andrich explained about theorretical and philosophical aspect of measurement and in particular about modern measurement theory. The public lecture organized by The Center for Educational Assessment of the Ministry of Education, Culture, Research, and Technology, in collaboration with the Indonesian Educational Evaluation Association (HEPI) and Universitas Islam Internasional Indonesia (UIII).
Recording in Youtube:
https://www.youtube.com/watch?v=lS6fk-2IGts
Lunch Talk #22: Centering Care and Compassion in Collaborative Research with Diverse Team Members
Dear All,
You are invited to join the Lunch Talk #22 at the Faculty of Education, UIII
Maretha Dellarosa, Ph.D. (Alumni Association of US - Indonesia Scholarship Programs) will share about: Centering Care and Compassion in Collaborative Research with Diverse Team Members.
This talk aims at introducing a cutting-edge collaborative research design for graduate students who hold various identities. The discussion will cover an understanding of privilege, guilt, and the importance of kinship in higher education. She also will share her experiences of how she came as an ontological, epistemological, and axiological space toward community and culture change.
Day/Date: Wednesday/October 18, 2023
Time: 10.30-12.00 WIB
Place: Theater, Faculty A Building
Online participation:
https://bit.ly/LunchTalkEdu22
E-Certificate is provided
Thank you!
Recording on Youtube:
Guest Lecture: Bibliometric Analysis
Bibliometric analysis is a quantitative research method that assesses the impact, trends, and relationships within a body of scholarly literature. It involves the systematic examination of bibliographic data, such as citations, publication dates, and authorship, to gain insights into the academic landscape. Researchers use bibliometric techniques to measure the influence of individual publications, authors, or journals, identify emerging research areas, and track the evolution of scientific disciplines over time. By analyzing citation patterns and co-authorship networks, bibliometric analysis can help researchers make informed decisions about their own work, assess the significance of research topics, and identify potential collaborators. This approach is particularly valuable in academic and scientific fields for evaluating research impact and informing research strategies, making it a vital tool for evidence-based decision-making in academia and beyond. At this occasion Dr Visal Moosa from Islamic University of Maldives, Male, Maldives, who also a fellow of Scholars in Residence of Faculty of Education, Universitas Islam Internasional Indonesia, sharing theoretical and practical aspect of bibliometric analysis to FoE students.
news at UIII website: https://www.uiii.ac.id/news/read/57426/decoding-bibliometrics-dr-visal-moosas-intriguing-lecture-at-uiii
Educational Assessment issues: third joint webinar UIII x Deakin University
The third joint webinar series between Universitas Islam Internasional Indonesia with Deakin University, Australia, present Bahrul Hayat, Ph.D. and Joanna Tai, Ph.D. Dr Bahrul Hayat talk about Non-cognitive assessment in education, while Dr Joanna Tai explain Inclusive Assessment in Higher Education.
news report in UIII website: https://uiii.ac.id/news/read/57408/experts-from-uiii-and-deakin-university-share-practices-for-assessing-diverse-students
recording in Youtube:
https://www.youtube.com/watch?v=DE8iaARMA1I
Experts from FoE UIII and Deakin University Share Practices for Assessing Diverse Students
Experts from FoE UIII and Deakin University Share Practices for Assessing Diverse Students
September 04, 2023
Contributor: Maroof Ahmed | Editor: Supriyono
The Faculty of Education (FoE) of Universitas Islam Internasional Indonesia (UIII), in partnership with Deakin University, Australia, orchestrated an online joint lecture on September 4, 2023, that brought together two esteemed speakers, namely Dr. Bahrul Hayat, Vice Rector for Academic, Student Affairs and Human Resources at UIII, and Dr. Joanna Tai, Senior Research Fellow at Deakin University.
Part of the UIII-Deakin Joint Lecture Series 2023, the event served as a platform for the sharing of thoughts concerning non-cognitive assessment in education and inclusive assessment in higher education. Both speakers, drawing from their extensive research, emphasized the need for a holistic approach to assessment that recognizes and values the diverse attributes and backgrounds of students.
Dr. Bahrul Hayat began his lecture by emphasizing the importance of non-cognitive attributes and skills in education. He cited various research findings that underscore the significant contribution of non-cognitive attributes and skills toward student success. These attributes and skills not only promote academic achievement but also lay the foundation for life success.
He elaborated on the vast array of non-cognitive constructs, ranging from tenacity, collegiality, and enthusiasm to motivation, conscientiousness, and adaptability. Dr. Hayat also highlighted the challenges in assessing these non-cognitive attributes, such as the potential for faking, subjectivity, and the complexities of the assessment instruments. However, he proposed potential approaches like the Situational Judgment Test (SJT) and Classroom Response Systems ("Clickers") as effective methods for non-cognitive assessment in education.
"Non-cognitive is a popular term found in the literature and is one of the many terms used in lieu of social and emotional learning (SEL). In education, non-cognitive encompasses attitude, behavior, skills, and strategies that powerfully affect students’ academic performance but are not components of the core content area knowledge and skills taught to students," said Dr. Bahrul Hayat.
Switching gears to Dr. Joanna Tai's segment, she provided an overview of the Australian context for inclusive assessment within higher education. Dr. Tai emphasized the increasing diversity in student demographics and the importance of designing assessments that are inclusive of all students.
She shared her research findings on student experiences of inclusive assessment, in which students highlighted the importance of clear and consistent instructions, meaningful assessment tasks, flexible due dates, and opportunities for formative feedback. Dr. Tai also discussed the challenges in changing assessment practices, including staff attitudes, university policies, and resource constraints.
"Assessment should recognize diversity in student learning and endeavor to ensure that no student is discriminated against by virtue of features other than their ability to meet appropriate standards," said Dr. Joanna Tai.
The collaboration between UIII and Deakin University in organizing this lecture is a testament to the importance of international academic exchanges in fostering understanding and promoting best practices in education. As the world of education continues to evolve, such discussions pave the way for more inclusive and effective teaching and assessment methodologies.
Navigating the Learning Map with Dr. Jarrod Hingston at FoE
Navigating the Learning Map with Dr. Jarrod Hingston at FoE
August 27, 2023
Contributor: Maroof Ahmed | Editor: Dadi Darmadi
On August 2, 2023, the Faculty of Education (FoE) at Universitas Islam Internasional Indonesia (UIII) was honored to host a public lecture by Dr. Jarrod Hingston, the Director of School and Early Childhood Education Services at the Australian Council for Educational Research (ACER). The topic of discussion was ‘The Learning Progression Concept,’ and it provided valuable insights into the modern approaches to educational assessment and progression.
Dr. Jarrod Hingston is an esteemed academic and a pivotal figure at ACER, an independent, not-for-profit research organization established in 1930. ACER's mission is to "create and promote research-based knowledge, products, and services that can be used to improve learning across the lifespan". With a global presence, including an office in Indonesia established in 2015, ACER has been actively collaborating with Indonesian educators for over three decades.
Dr. Hingston emphasized the importance of assessment in the educational journey. He highlighted that good assessment begins with a clear purpose, whether it is for selection, certification, or understanding achievement. A crucial aspect of assessment is its construct, which refers to 'what students know and can do'. This construct is further divided into definition, structure, content strands/processes, proficiencies, and contexts.
One of the central themes of Dr. Hingston's lecture was the Progressive Achievement Approach. He explained that while the traditional year-level achievement approach focuses on curriculum expectations, it often fails to acknowledge that learning is cumulative and not confined to specific year levels.
To address this, Dr. Hingston introduced the concept of a 'progress map,' which serves as a guide to understanding what skills and concepts a student needs to learn next. This map also allows educators to track a student's progress over time.
ACER's approach to this concept is rooted in providing reliable and valid methods to measure attainment at specific points in time and track progress over extended periods. Their Progressive Achievement assessments are designed to provide evidence to support teaching and learning, emphasizing that all students can demonstrate progress.
Dr. Hingston's lecture was a testament to the evolving nature of education and the need for a more holistic approach to assessment. The Progressive Achievement Approach underscores the importance of understanding each student's unique learning journey. It shifts the focus from mere year-level achievements to a more comprehensive view of a student's progress over time.
The lecture was not just an academic discourse but a call to action for educators to adopt a more inclusive and progressive approach to teaching and assessment. It emphasized the importance of evidence-based teaching and the need to support every student in their unique learning journey.
Dr. Jarrod Hingston's lecture was a valuable addition to the academic discourse at UIII. It provided a fresh perspective on assessment and emphasized the importance of a student-centric approach to education. As we move forward, it is essential to incorporate these insights into our educational practices to ensure that every student gets the best possible learning experience.
source: https://www.uiii.ac.id/news/57405/navigating-the-learning-map-with-dr-jarrod-hingston-at-foe
Lunch Talk #20: Innovative Educational Partnership Model
Prof. Barney Dalgarno, Ph.D (Executive Dean of the Faculty of Education, University of Canberra) will share about University of Canberra's Innovative Educational Partnership Model and Its Relevance for Indonesia's Teaching Landscape.
The innovative educational partnership model revolutionizes traditional collaboration by forging dynamic connections between educational institutions, businesses, community organizations, and government agencies. This model emphasizes shared resources, expertise, and goals to enhance learning outcomes and societal impact. Collaborative projects, internships, and mentorship programs integrate practical experiences into curricula, bridging the gap between academia and industry needs. Flexible pathways enable students to customize their education, fostering skills aligned with real-world demands. Such partnerships offer insights into emerging trends, ensuring curricular relevance and preparing students for diverse careers. By pooling resources, these partnerships can tackle complex challenges, from technology integration to workforce development. The model blurs traditional boundaries, enriches learning environments, and empowers students with versatile skills, making education a dynamic ecosystem that nurtures innovation, adaptability, and holistic growth.
This talks aims to distinguish the characteristics of University of Canberra’s unique Affiliated Schools Partnership and contextualises it within the Australian Teacher Education landscape. It will also explain the key teaching and teacher education policy narratives in Australia and the ways in which UC's innovative model addresses some of the critical problems faced in the Australian educational context.
Link Video on Youtube:
Attraction of Authority: The Indonesian Experience of Educational Decentralization
Sumintono, B., Hariri, H., and Izzati, U.A. (2023). Attraction of Authority: The Indonesian Experience of Educational Decentralization. In: Sakhiyya, Z., Wijaya Mulya, T. (eds) Education in Indonesia, Critical Perspectives on Equity and Social Justice. Springer, Singapore. https://doi.org/10.1007/978-981-99-1878-2_10
Abstract
The fall of the New Order government in 1998 changed the landscape of Indonesian education from a highly centralized system to a decentralized one. With this paradigm shift, district governments received a transfer of power in most public sectors in 2001, including education. The central questions in this chapter are: (1) How has Indonesia managed education in the decentralization era? and (2) How has the country managed the changes so far? Four key issues are discussed, namely, new regime of standardization, school operational cost, teachers and principals, and National Exam. We argue that Indonesian educational decentralization has mostly been about legitimacy and authority dialectics between local/district and central institutions. Moving from a highly centralized system to a more locally oriented one contests the legitimacy of each actor involved, resulting in competition for resources and survival. Nevertheless, we also identified some advances in terms of social justice and student learning support in this process of decentralization.