Prof. Nelly van Doorn-Harder: We Should Not Let the Critics Discourage Us
Prof. Nelly van Doorn-Harder: We Should Not Let the Critics Discourage Us
July 05, 2024
Contributor: Supriyono | Editor: Dadi Darmadi
Professor Nelly van Doorn-Harder, an expert in religious studies from Wake Forest University, North Carolina, USA, delivered a keynote speech during the 2nd Graduate Forum at the UIII Faculty of Education (FoE) on July 4, 2024, during which she encouraged UIII students to not afraid of critique when writing scientific works.
“If you write, it’s not the critique that counts. It’s not the man who points out where the strong person stumbles or where the doers of deeds could have done it better. The credit belongs to the person who is actually there in the area,” Professor van Doorn-Harder explained.
She explained that academia is all about conversation and dialogue, thereby criticism is an inseparable part of it. “You participate and contribute one little piece, and if someone says your piece is wrong, that’s totally okay. You know that there are some scholars who spend their lifetime on things that are totally wrong.”
Professor van Doorn-Harder emphasized that the point of critics in academia is to give us room for improvement, and we should not let the critics discourage us but instead, motivate us to further flourish in our scholarly journey. “It’s not about winning, not about losing. But it is about showing up and being seen,” she noted.
As UIII focuses on international graduate education, one of its main objectives is to prepare its students to be competent scholars in their respective fields. We currently offer master’s and PhD programs in a range of fields namely Islamic Studies, Political Science and public policy, economics and sustainable finance, and education. UIII has the mission to provide an inclusive international education aimed at empowering communities and fostering global outreach.
Faculty of Education Holds 2nd Graduate Forum on Researching and Publishing
Faculty of Education Holds 2nd Graduate Forum on Researching and Publishing
July 04, 2024
Contributor: Supriyono | Editor: Dadi Darmadi
In collaboration with the American Institute for Indonesian Studies (AIFIS), the UIII Faculty of Education (FoE) organized the 2nd Graduate Forum with the topic “Researching and Publishing: Keeping Productive Beyond Your Graduate Studies.” The two-day event, held from July 4 to 5, 2024, aimed to encourage early career researchers to participate in scholarly activities, whether through scientific presentations or publications.
“This program is organized by ESTUDIA, our student organization, and I am glad that all students participated to present their research. We also have two distinguished guests from different continents to deliver keynote speeches, to share tips for researching and publishing,” remarked Dr. Bambang Sumintono, Head of the PhD in Education program, in his opening speech.
This year’s Graduate Forum featured two keynote speeches from Professor Nelly van Doorn-Harder, an expert in religious studies from Wake Forest University, North Carolina, USA, and Dr. Lena Larsen, Program Director of the Norwegian Center for Human Rights, University of Oslo. Moderated by Professor Nina Nurmila, Dean of the UIII Faculty of Education, the lectures guided the audience on conducting research ethically and publishing their scientific work in reputable journals.
This is the second time the UIII Faculty of Education has organized the Graduate Forum. In 2023, the faculty held the 1st Graduate Forum with the topic “Education for All. All for Education,” featuring Assoc. Prof. Bonnie Yim, the Associate Dean of the Faculty of Arts and Education at Deakin University, Australia. As a graduate university, UIII is committed to training novice researchers with all the necessary skills required to become competent scholars in the future.
source: https://uiii.ac.id/events/read/57576/foe-holds-2nd-graduate-forum-on-researching-and-publishing
UIII PhD Candidate Presents at Hong Kong International Conference on English Education
UIII PhD Candidate Presents at Hong Kong International Conference on English Education
June 27, 2024
Contributor: Erickson Samson | Editor: Supriyono
Furqanul Hakim, a PhD candidate from the UIII Faculty of Education, presented his research findings at an international conference organized by the Language Centre of Hong Kong Baptist University. Held from June 17 to 18, 2024, the grand theme of the conference was "Engagement in the Digital Age: International Conference on Language Teaching and Learning.”
Hakim's presentation, titled “The Implementation of Parliamentary Debate Format in English Teaching Based on Research Trends in Indonesia,” was based on his study where he systematically reviewed journal articles published in nationally accredited SINTA journals from 2014 to 2024 to identify the trends and methodologies in integrating parliamentary debates into English language teaching.
His research found the increasing adoption of parliamentary debate formats, including Asian, Australasian, and British parliamentary styles, to enhance students' speaking abilities in Indonesian high schools. However, he noticed a need for research exploring the format's impact on other language skills beyond speaking.
"It's such an honor to meet some prominent experts in my field, specifically in language teaching and learning such as Prof. Rod Ellis, Prof. Norbert Pachler, and Prof. Glenn Stockwell," Hakim noted, saying that the feedback he received from his presentation was crucial to generating ideas from his PhD dissertation.
The conference where Hakim presented was a platform for educators and researchers to exchange ideas, share their knowledge, and advance the field of language teaching and learning. It also helps and contributes to future innovations in research methodologies in English Teaching and Learning.
Hakim's participation in this prestigious conference underscores the quality of research at UIII and the university's commitment to academic excellence and global engagement. His work exemplifies the innovative scholarship UIII promotes, contributing to the advancement of language education. The achievements of scholars like Hakim will hopefully continue to shape the future of education and research in Indonesia and beyond.
Unity in Diversity: Examining Religious Moderation across Religions in Indonesia
Unity in Diversity: Examining Religious Moderation across Religions in Indonesia
Keywords:
religious, moderation, unity in diversity, Indonesia
Abstract
Indonesia's rich religious diversity, epitomized by the concept of "Unity in Diversity," presents both opportunities and challenges. This study delved into religious moderation across Indonesia's six recognized religions, Islam, Christianity (Catholic and Protestant), Hinduism, Buddhism, and, Confucianism, defining it as a commitment to tolerance, inclusivity, and critical thought within religious contexts. In addition to these six religions, Indonesia is unique in recognizing the existence of diverse indigenous beliefs according to different tribes and cultures. Through a literature review, the study revealed that religious moderation varies across different faith communities, yet remains crucial for fostering peace and harmonious coexistence. Interfaith initiatives, religious institutions, and education were identified as key factors in promoting religious moderation. The study concludes that embracing the diverse expressions of religious moderation is essential for building a more inclusive and harmonious Indonesia, where “Bhinneka Tunggal Ika” transcends rhetoric to become a vibrant reality.
Maulana, M., Alifia Putri, N. N., & Fahira, Z. (2024). Unity in Diversity: Examining Religious Moderation across Religions in Indonesia. Dialog, 47(1), 61–76. https://jurnaldialog.kemenag.go.id/index.php/dialog/article/view/910
Scholarly Discourse on Equity, Inclusion, and Education by Scholars in Indonesia: A Bibliometric and Science Mapping Analysis
Moosa, V., Rizkyanti, C. A., & Sumintono, B. (2024). Scholarly Discourse on Equity, Inclusion, and Education by Scholars in Indonesia: A Bibliometric and Science Mapping Analysis. Muslim Education Review, 3(1), 63-95. https://doi.org/10.56529/mer.v3i1.178
Abstract
Equity, inclusion, and education are remarkable elements encompassed in the United Nations sustainable development goals (SDGs). As such, there is a growing number of publications on these topics presenting some challenges to envision an overarching understating of the connections among these subjects. Hence, the purpose of the current study is to explore the body of research that involves equity, inclusion, and education that is contributed by Indonesian academia by employing bibliometric and science mapping analysis. The search was conducted on SCOPUS database which resulted in some 400 plus documents after applying the pre-defined inclusion and exclusion criteria. Data was analyzed employing various bibliometric analysis indicators such as number of publications, contributing institutions, citation, co-citation, and keywords. Microsoft excel and VOSviewer software was employed for conducting the analysis. The findings revealed that the number of publications and citations on the topics has been quiet fluctuating. Analyses of the intellectual and conceptual structure revealed that trans-disciplinary nature of scholarship on the topic. Based on the findings, the needs for a greater emphasis on research in these areas by Indonesian institutions/researchers are realized. It is also suggested that researchers employ an integrated approach by investigating variables from the policy and practice perspectives as well as at an organizational or systemic level. The findings are string support that education is an integral component of achieving equity and inclusion which should be taken into account while devising policies and implementing the same.
Congratulations for Receiving Research Grant from Universitas Islam Internasional Indonesia
Congratulations to Dr. Destina Wahyu Winartis' team and Assoc. Prof. Charyna Rizkyanti, Ph.D's team who have passed the selection to receive UIII Research Funding 2024. We are proud to hear this news and hope the research can be useful for the knowledge development.Validation of the Indonesian version of the psychological capital questionnaire (PCQ) in higher education: a Rasch analysis
Ratnaningsih, I.Z., Prihatsanti, U., Prasetyo, A.R. and Sumintono, B. (2024), "Validation of the Indonesian version of the psychological capital questionnaire (PCQ) in higher education: a Rasch analysis", Journal of Applied Research in Higher Education, https://doi.org/10.1108/JARHE-10-2023-0480
Abstract
Purpose – The present study aimed to validate the Indonesian-language version of the psychological capital
questionnaire (PCQ), specifically within the context of higher education, by utilising Rasch analysis to
evaluate the reliability and validity aspect such as item-fit statistics, rating scale function, and differential item
functioning of the instrument. These questionnaires are designed to assess students’ initial psychological
status, aiming to ease their transition from school to university and monitor undergraduate students’ mental
health.
Design/methodology/approach – A total of 1,012 undergraduate students (female 5 61.2%;
male 5 38.8%) from a university in Central Java, Indonesia completed the 24-item Indonesian version of
the PCQ. The sampling technique used is quota sampling. Data were analysed using The Rasch model
analysis, it was performed using the Winsteps 3.73 software.
Findings – The results of the Rasch analysis indicated that the reliability of the instrument was good
(a50.80), item quality was excellent (1.00), and person reliability was consistent (0.77). In the validity aspect,
all four domains of the PCQ exhibited unidimensionality, and a rating scale with four answer choices was
deemed appropriate. The study also identifies item difficulty level in each dimension.
Practical implications – The practical implications of this study are beneficial for higher education
institutions. They can use the validated Indonesian version of the PCQ to monitor the mental well-being of
undergraduate students. Mapping the PsyCap can serve as a basis for developing and determining learning
policies, potentially leading to improvements in student academic performance. The theoretical implications
of this study are related to the advancement of measurement theory. By employing Rasch analysis, the study
contributes to enhancing the validity and reliability of measurement, particularly in the context of educational
and psychological assessment in Indonesia.
Originality/value – This current study confirmed that the Indonesian version of PCQ adequately measures
psychological capital in higher education, particularly in the Indonesian context.
Keywords Psychological capital, Rasch analysis, Undergraduate student, Validation, Indonesia
UIII Students Visit DPR RI to Gain Insights on Policymaking
UIII Students Visit DPR RI to Gain Insights on Policymaking
June 10, 2024
Contributor: Intan Fasya Zahara | Editor: Supriyono
UIII, JAKARTA - On June 3, 2024, the third batch of MA in Education students of Universitas Islam Internasional Indonesia (UIII) visited the Indonesian House of Representatives, also known as DPR RI, in Senayan, Jakarta. The visit was part of the field trip agenda within the Educational Policy Analysis course, convened by Dr. Lukman Nul Hakim, a UIII lecturer and a former policy analyst in the parliament office.
Dr. Lukman Nul Hakim explained that the visit was aimed at offering students experience in a realistic understanding of the policy-making process while giving them inspiration for potential career pathways and prospects beyond the classroom's theoretical study.
At the event, the students had an exclusive session with the officials from the Center for Parliamentary Analysis (PUSAKA) which is one of the House of Representatives sections in charge of analysis, assistance, and exposure. This division is known as a medium between society and parliamentarians which greatly contributes to analyzing, assisting, and further exposing the facts and materials crucial for policy-making.
The PUSAKA Chairman, Mr. Achmad Sani Alhusain, enlightened the students about the legislative environment, discussing the history of the policy analysis division and the outcomes of initiatives. These include a simple analysis, weekly issues and a short analysis twice a week.
“Reviewing the process of adopting a law requires 575 parliamentary votes, comprising 51 lawmakers from nine different factions, with each member of the session having three opportunities to express their views,” Mr. Alhusain noted, while highlighting the critical and practical procedure, as well as the challenges, in the policymaking process.
During the session, students actively engaged in a discussion. Santi Ganiswari, from Lombok, inquired about decentralizing education and the need for a gender-related curriculum in Indonesia. In response to the question, PUSAKA Senior researcher Mrs. Sali Susiana explained that the national education law governs these issues. However, the practice has been hampered by challenges, saying that while the government aims for equal access to education, improvements are needed.
Furthermore, Karamo Ceesay, a student from Gambia, asked how policymakers ensure objectivity in their decision-making process, considering that everyone has a political stand. The practitioners explained that the analysts were deemed civil servants and should not express any political stance. The inquiry brought by Ceesay led to a discussion of the ethical considerations of being a policy analyst.
The overall visit was undoubtedly a remarkable experience for the students. “It was a very good trip because it availed us with the opportunity to interact with practitioners in the field of policy analysis and learned from them. Moreover, it also exposed us to the historical information of the Indonesian political evolution and its growth, which alone was splendid," Karamo Ceesay said.
Supporting the statement, Nasrullah, from Sulawesi, expressed his gratitude for the experience. "In the past, I could only see this building from the television, and now I am able to see it directly. This visit makes me understand the policymaking process and its considerations through a thorough explanation," he testified.
The trip concluded by touring inside the DPR RI buildings, visiting the museum displaying historical records, observing the plenary meeting room, and taking a class photo. Dr. Lukman Nul Hakim ended the trip by encouraging the students to gain inspiration from the trip, highlighting that the daily assignments that they have in the Educational Policy Analysis course, such as reflections, policy papers, or briefs, can prepare them to be competent policy analysts in the future.
source: https://www.uiii.ac.id/student/read/57550/uiii-students-visit-dpr-ri-to-gain-insights-on-policymaking
Lansia Berdaya Bangsa Sejahtera: Konsep Active Ageing terhadap Anak Muda Studi di Yogyakarta
Putri, A. A. A., & Hakim, L. N. (2024). Lansia Berdaya Bangsa Sejahtera: Konsep Active Ageing terhadap Anak Muda Studi di Yogyakarta. Sosio Konsepsia: Jurnal Penelitian dan Pengembangan Kesejahteraan Sosial, 13(2). https://ejournal.kemensos.go.id/index.php/jsk/article/view/3358
ABSTRACT
Indonesia mengalami peningkatan pada struktur penduduk usia lanjut. Hal ini menyebabkan dampak positif dan negatif khususnya bagi keberlangsungan kehidupan bangsa. Lansia berdaya merupakan salah satu hal yang dapat meringankan kondisi bangsa untuk menjadi bangsa yang sejahtera. Konsep Active Ageing membawa bangsa Indonesia menjadi bangsa yang sejahtera. Konsep active ageing sendiri terdiri dari 8 faktor yang dibagi menjadi 2 bagian. Tentunya konsep ini akan berangkat sejak masa muda. Anak muda yang memahami konsep active ageing dapat menjadi lansia berdaya saat masa lanjut usia nanti. Hasil penelitian melalui metode statistic deskriptif ini penulis didapati bahwa anak muda memberikan hasil positif terhadap pengetahuan, sikap dan tindakan terhadap konsep active ageing tersebut. Bahwa Anak Muda sudah mengetahui pengaplikasian konsep active ageing dalam kehidupan sehari- hari mereka. Secara teori kebanyakan anak muda belum maksimal dalam pemahaman konsep active ageing ini. Untuk penerapan konsep active ageing harus terus diterapkan oleh anak muda dan diteruskan kepada generasi berikutnya. Pemerintah dalam hal ini dapat memberikan pendampingan dan pemberdayaan kepada remaja agar dapat menjadi individu yang produktif bahkan hingga masa lanjut usianya yang berdampak juga pada kesejahteraan bangsa Indonesia nantinya.
Flourishing and Well-being: Prof. Lindsay Oades’ Keynote Speech at FoE Conference
Flourishing and Well-being: Prof. Lindsay Oades’ Keynote Speech at FoE Conference
June 03, 2024
Contributor: Supriyono
UIII, DEPOK – The 3rd Annual Conference of the Faculty of Education (FoE) at the Universitas Islam Internasional Indonesia (UIII) featured a keynote speech by Professor Lindsay G. Oades from the University of Melbourne, Australia, with the topic “Flourishing and Well-being in Education” in which he delved into the integration of well-being and education and how it will help students to flourish their life.
Professor Lindsay G. Oades, PhD, is an internationally renowned well-being scientist, researcher, educator, and author. He serves as Deputy Dean of the Faculty of Education and Professor of Wellbeing Science at the University of Melbourne, Australia. Recently, he collaborated with UNESCO on the International Science and Evidence-Based Education Assessment.
Professor Oades began his speech by praising the conference theme, emphasizing its global relevance. “What we’re seeing around the world is society struggling with mental health issues and the health system won’t solve that issue. I strongly believe that a large part of the solution will come through education,” he stated.
He further distinguished mental health from well-being, noting that mental health pertains to the mental state of an individual, while well-being encompasses broader dimensions of human flourishing, citing UNESCO’s aim of education which reads: “Promoting forms of learning and development that equip students to live flourishing lives is the appropriate overall aim of education.”
“In the educational context that could mean academic achievement, ethical goodness, and feeling good while you’re doing it that overall concept of human flourishing sits above a lot of the more specific areas. The key idea here is that this is an appropriate overall aim of education,” he explained.
Professor Oades contrasted this flourishing aim of education with the economic focus of other institutions, such as the Organization for Economic Cooperation and Development (OECD), which emphasizes developing human capital as the aim of education. While acknowledging the value of this concept, he noted its lack of ethical considerations.
“Flourishing includes ethics. In this context, that could mean the core ethical tenets of Islam,” he said. “It is a broader thing. Not only the mental health functioning of an individual, but it is the overall experience, which includes education, and economics […] Therefore, I also argue that this is the role of education than it is of a health system. Well-being lives in education. It’s learnable, teachable, doable.”
Central to his discussion, Professor Oades highlighted the need to improve well-being literacy, saying that if we are to embed well-being and flourishing into education, we need literacy as a way of talking about and understanding it.
He mentioned "well-being literacy" as the capability to comprehend and compose well-being language. This capability model includes five components, encompassing well-being vocabulary and knowledge, well-being comprehension (listening, reading, and viewing), well-being composition (speaking, writing, and creating), context awareness (adapting language to context), and intentionality (habit of communicating intentionally for well-being).
“You might ask, why so much emphasis on language? One of the key reasons is that many things are psychological; they live in language. They are largely metaphorical because so many of these things are non-physical, so we use metaphors to make sense of the non-physical,” he explained.
In his conclusion, Professor Oades stressed the importance of language in achieving population well-being and differentiating between well-being and mental health. “If we want to change well-being, let us have a look at the way we use language. Let’s also think about well-being as different than mental health. It is not that one is right and one is wrong; It is that they are two different dimensions,” he concluded.
This year’s theme of the Faculty of Education’s annual conference is “A New Way of Teaching and Learning: Integrating Well-Being in Educational Settings” which emphasizes the integration of well-being into the core aspects of education. The theme resonates with UIII’s mission to provide an inclusive international education that takes care of the well-being of its individuals despite striving for academic excellence aimed at flourishing human life through education.