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.
'Creative Schools' book review by Maroof Ahmed
Mr Marook Ahmed, an MA in education student from Pakistan provide popular book entitle "Creative Schools" by Sir Ken Robinson. This book is an inspiring call for educational reform. Robinson critiques the standardized approach to learning, advocating for a system that nurtures individual creativity and diverse talents. He highlights real-world success stories of innovative schools and educators who prioritize student engagement and exploration. Through engaging anecdotes and compelling arguments, Robinson challenges conventional methods and offers a vision for an education that encourages curiosity, collaboration, and critical thinking. While the book's ideas are invigorating, some may find its practical implementation challenging. Overall, "Creative Schools" urges a reimagining of education to better prepare students for the complexities of the modern world.
https://www.youtube.com/watch?v=KW1pFfUfxjE
International Conference on Educational Leadership and Asian Culture (ICELAC) 2023
Dr Bambang Sumintono, the faculty member of FoE UIII, has presented as one of the Plenary Speaker for the International Conference on Educational Leadership and Asian Culture (ICELAC) 2023. Dr Sumintono presented topic about Islamic Educational Leadership: Southeast Asia Perspectives. The conference organized by Faculty of Education, Universiti Manitoba, Canada and School of Educational Studies, Universiti Sains Malaysia, Malaysia. ICELAC 2023 was successfully held online (via Webex) and attracted 571 registered participants from 31 countries worldwide who jointly explored prospects and developments in educational leadership and Asian culture.
The official news about the conference: https://news.usm.my/index.php/english-news/9338-usm-co-hosted-icelac-2023-promoting-asian-culture-and-research-on-development-of-educational-leadership?fbclid=IwAR0Nu6eJ7ciilOrdpbvismpOhlyLU6KcwzyDp7JoZqaHjGq1TY-mOHhMmNY
Advancing TVET in Indonesia: Insights from Dr. Abdul Malik's Lecture at FoE
Advancing TVET in Indonesia: Insights from Dr. Abdul Malik's Lecture at FoE
August 05, 2023
Contributor: Maroof Ahmed | Editor: Dadi Darmadi
On July 14, 2023, the Faculty of Education (FoE) at Universitas Islam Internasional Indonesia (UIII) had the privilege of hosting a distinguished guest lecturer, Dr. Abdul Malik, from the National Accreditation Agency for Schools/Madrasahs (Badan Akreditasi Nasional Sekolah/Madrasah). The online lecture focused on the Technical and Vocational Education and Training (TVET) Policy in Indonesia.
Dr. Malik commenced the lecture with a comprehensive overview of TVET within the National Education System, emphasizing its significance in Indonesia's education landscape. He then delved into the National Vocational Education and Training Portfolio, providing an outline of the available vocational education and training programs in the country.
Throughout his lecture, Dr. Malik discussed the institutional framework supporting vocational education and training in Indonesia. This framework involves various ministries, professional associations, and independent accreditation boards, all working collaboratively to ensure the quality and relevance of TVET.
Addressing the challenges faced by TVET, Dr. Malik highlighted issues such as the lack of demand-side perspective, the variable basis for program design and curricula, and difficulties in competency assessment and certification. Additionally, he brought attention to the inadequate availability and quality of teachers and instructors with industry exposure, as well as the lack of proper infrastructure and equipment for practical skills training in schools.
Despite existing regulations, Dr. Malik noted that the unemployment rate among Senior Secondary Vocational School (SMK) and Diploma graduates was 8.49% and 6.76%, respectively, in 2020, indicating a need for further improvements in the system.
To address these challenges, Dr. Malik presented some recent reform initiatives that have been undertaken, including the National TVET Revitalization Program. Key elements of this reform involve the development of a comprehensive labor market information system, the strengthened involvement of the private sector and industry in TVET policy, planning, and implementation, and improvements in vocational education at both secondary and tertiary levels.
In conclusion, Dr. Malik emphasized the importance of demand-oriented, competency-based vocational education and training to align educational programs with industry needs. This approach aims to produce a more skilled and competent workforce, ultimately enhancing the employability of graduates.
Dr. Malik's lecture offered valuable insights into the current state of TVET in Indonesia and the ongoing policy reforms aimed at its improvement. It served as an enlightening session, highlighting the pivotal role of vocational education and training in equipping the Indonesian workforce with the necessary skills and competencies to meet industry demands.
Public Lecture: The Learning Progression concept
Dr Jarrod Hingston is ACER’s Manager of School Assessment Services based in ACERs head office in
Melbourne. In this role he oversees 30 of ACER’s programs and projects. Dr Hingston has 20 years of experience in project delivery, student assessment and government policy and practice. Prior to joining ACER, he headed the Abu Dhabi Education Council’s Student Assessment and Examinations Division, managing government schools examinations and reporting, national assessment programs including the External Measurement of Student Achievement (EMSA) and the implementation and analysis of the Program for International Student Assessment (PISA), Trends in Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). More recently Dr Hingston worked at the Victorian Department of Education and Training as a policy advisor for transitioning Victorian schools to online national and classroom assessment.
In this public lecture Dr Hingston talked about learning progession, using accurate and precise measurement model students' progress can be identify correctly and compare to larger group.
news at UIII website: https://uiii.ac.id/news/read/57405/navigating-the-learning-map-with-dr-jarrod-hingston-at-foe