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.
Inspiration and Innovation: Reflections on an Academic Journey at Deakin University
Inspiration and Innovation: Reflections on an Academic Journey at Deakin University
By Iin Afriyanti (MA in Education student batch 2)
During my visit to Deakin University, I had the privilege to experience the academic environment overseas. Upon arrival at the Deakin Burwood campus, my friends and I were greeted by Deb, an academic staff member. She gave us an engaging campus tour. I highlighted a moment when meeting Dr Fiona in her Digital Art room. I can see that she is very passionate about art and education. She showed one incredible picturebook entitled “Shordi Krik” written and illustrated by her students. I was amazed by that lovely picturebook since it showed how engaged the students were with the class as they could produce and create something. I ensured that Dr Fiona’s class would be exciting and meaningful. It is evident when we met Dr Fiona at Deakin Waurn Pounds, she taught us how to play the two songs “Boris the Bassman” and “Tatenda”. I found myself feeling released and getting more energy after having a chance to play and enjoy the instruments. I believe that the integration of art into the educational process is significant.
Besides experiencing the digital art class, my friends and I also had a chance to sit in Paul’s seminar at Deakin Waurn Ponds. I observed that the students bravely shared their perspectives. The class become the safest zone for students to express their ideas. I also could identify that students’ voices mattered and were heard respectfully by Paul. It gives me a new perspective on being a teacher. A good teacher needs to have the ability to listen to the students well, without further judgment. Paul also prepared the class very well. Every single material that will be delivered to the students has been ready and runs smoothly. It showed that he is very experienced in teaching. I observed the method that he used was experiential learning. His students were invited to experience writing a story with various prompts and using several tools. In my view, what Paul’s doing is very beneficial for his students, who are pre-service teachers. The students could directly experience and reflect that the writing process depends on the condition of students and their surroundings. Again, it was fantastic.
The consultation session with Maria also significantly enhanced my understanding of literacy research. We discussed literature and literacy studies, with Maria sharing her research experiences in Australia. Our conversation deepened as we explored Vygotsky's theories relevant to my research. Maria provided invaluable new perspectives that enriched my understanding and offered clearer direction for developing my thesis. In addition, the discussions with three Indonesian and two international PhD students at Deakin University were also enlightening. These conversations reinforced my decision to pursue further studies. The PhD students shared their experiences, covering topics such as approaching our possible research supervisors, securing scholarships, and their journey on their dissertations. One of the most significant aspects I highlighted in the discussions was the emphasis on ethical issues. It became evident to me how deeply Australia, particularly Deakin University, is committed to ethical considerations in research. While ethical issues are also addressed in Indonesia, the focus in Australia appears to be more comprehensive. The PhD students explained that ethical issues have a dedicated segment in their research process, underscoring the importance placed on this area. Despite the cold weather in Victoria, the kindness of the professors and PhD students made the atmosphere feel warm and welcoming.
*Iin Afriyanti is FoE MA program student batch 2, who visited Deakin University, Australia
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